How To Study & Teach The Bible (Part 1)

Biblical Interpretation
and Methods
How to Study & Teach the Bible
Singapore Bible College
Rick Griffith, ThM, PhD
Fourth Edition
© March 2013
1st-6th printings (120 copies, 1st ed., May 00-Apr 02)

7th printing (30 copies, 2 nd ed., Jan 03)
8th printing (10 copies, Nov 03)
9th printing (20 copies, 3 rd ed. Aug 04)
10th printing (10 copies, April 06)
11th printing (10 copies, Sep 08)
12th printing (10 copies, Jan 11)
13th printing (10 copies, Jan 12)
14th printing (30 copies, 4th ed. Mar 13)
Table of Contents
I. Introduction................................................................................................................................1
A. Course Description: What is the Teacher Doing?...................................................................1
B. Course Objectives: What Will You Learn?.............................................................................1
C. Course Requirements: What Do I Expect of You?.................................................................2
D. Course Load: How Much Time Will the Course Take?.........................................................4
E. Selected Bibliography: Where to Go for More Help...............................................................5
F. Other Matters...........................................................................................................................18
G. Schedule (Reading Report).....................................................................................................19
H. Inductive Bible Study..............................................................................................................25
I. Choose the Text.........................................................................................................................21
J. Pray over the Text....................................................................................................................21
K. Study the Text..........................................................................................................................21
L. How to Study a Section of a Biblical Book............................................................................26
M. Mechanical Layouts................................................................................................................27
II. Interpretation..........................................................................................................................42
A. Follow Basic Principles of Interpretation..............................................................................43
B. Answer Questions of the Text (What Does the Text Mean?)................................................45
C. Permanent or Temporary?.....................................................................................................47
D. How Do We Know if a Passage is "Culturally Conditioned"?............................................48
E. Structure the Text....................................................................................................................49
F. Derive Exegetical Idea of the Text (Passage Idea).................................................................51
G. Derive Homiletical Idea of the Text (Sermon Idea)................................................................a
H. Types & Symbols.......................................................................................................................a
I. Parables & Allegories.................................................................................................................a
J. A History of Hermeneutics........................................................................................................a
III. Application............................................................................................................................21
A. Purpose of the Lesson (Desired Listener Response).............................................................22
B. Main Idea of the Lesson (Teaching Idea)...............................................................................30
IV. Teaching What You Have Learned......................................................................................35
A. Structure Your Lesson............................................................................................................35
B. Teaching Your Lesson.............................................................................................................52
V. Conclusion..............................................................................................................................57
A. Choose a Book or Passage.......................................................................................................57
B. Record other personal reflections regarding this series below:...........................................58
VI. Supplements..........................................................................................................................59
A. Lesson Plans for this Series.....................................................................................................59
B. The Process of Church Discipline..............................................................................................66
Rick Griffith, PhD How to Study the Bible ii
6-Oct-20
Rick Griffith, PhD How to Study the Bible 1
Biblical Interpretation and Methods

Syllabus
I. Introduction
A. Course Description: What is the Teacher Doing?
Many students of the Bible rightfully get perplexed when reading Scripture.
After all, the story is from thousands of years ago, the cultures are vastly
different from ours today, and the theology is not always that easy to discern in
each passage. When we teach and preach it, it seems that each preacher has a
different idea to emphasize. How can we be more confident to share the Bible
with others?
This course provides a hands-on rather than philosophical approach to properly

apply the Bible through the study of many Scripture texts. It follows the
Inductive Bible Study method to observe a text, interpret it by consistent use of
hermeneutical principles, and then apply the passage to the student’s own life
and to others in a teaching or preaching ministry.
B. Course Objectives: What Will You Learn?
By the end of this course you will know how to use the Observation-Interpretation-
Application method of Bible study in order to…
1. Grasp foundations for life-changing biblical study.
a) Show how inspiration and inerrancy provide a strong rationale for believers
to study the Bible (skipped due to time constraints).
b) Know the value of studying a biblical passage without dependence upon

“second-hand aids.”
c) Explain how the order of the Observation-Interpretation-Application

method of Bible study is significant.
2. Observe Scripture so that no key elements are missed.
a) See why observation is important in studying the Bible.
b) Experience the joy of personal discovery while observing a text.
c) Learn to read Scripture in a proper manner with various strategies.
d) Break books of the Bible into proper major and minor divisions (synthetic
charts and mechanical layouts).
e) Know what to look for in a given text of the Bible.
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3. Interpret Scripture to determine what God actually said.
a) Know the history of interpretation in the Church to avoid past mistakes

(skipped due to time constraints).
b) Implement rules of hermeneutics to discern the best interpretation.
c) Bridge the cultural gap so that modern biases are not imposed upon the text.
d) See how grammar aids proper exegesis.
e) Gain skill in using hermeneutical principles within various biblical genres

(literary types) to bridge the literary gap.
f) Know when figurative language is used and what literal elements it depicts.
g) Discern when OT historical figures, symbols, events, or practices are truly

types of NT realities.
h) Properly interpret parables and allegories.
i) Properly interpret OT and NT prophecy.
j) Design a topical study of several Scripture texts in a systematic way that is

sensitive to the contexts in which the verses are found (skipped due to time
constraints).
k) Determine how to find and teach the main idea of a passage.
4. Apply Scripture for life-change in your life and others.
a) See how the NT quotes the OT and when similar applications are allowed
with quoting the NT today (skipped due to time constraints).
b) Explain why application is the goal of Bible study and teaching.
c) Properly apply OT laws to present believers through deriving principles

from a passage.
d) Use Scripture in a relevant way that it changes your life in specific ways.
e) Apply Scripture in a relevant way that others will apply it to their own lives
and to the lives of those whom they influence (i.e., be a “tree” not a
“pipe”).
f) Use illustrations that apply the main idea of the text.
g) Teach a Scripture text or topical study using relevant teaching methods.
C. Course Requirements: What Do I Expect of You?
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1. Attend at least 27 of the 30 class hours.
2. Readings (10%)
a) Read the first key book by Hendricks according to the reading schedule.
The volume by Zuck is optional reading later when you have time.
(1) Hendricks, Howard G. and Hendricks, William D. Living by the Book.

Chicago: Moody, 1991. 349 pp. 220.97 HEN
This father-son team gives 150 pages of help in observing the text,
supplemented by interpretation (80 pages) and application (60
pages). Dr. Hendricks taught Bible Study Methods at Dallas
Seminary for over 60 years (since 1953) until entering heaven on
20 February 2013.
(2) Zuck, Roy B. Basic Bible Interpretation. Wheaton: Victor Books

1991. 324 pp. 220.6 ZUC
Dr. Zuck’s book emphasizes interpretation (280 pages) with some
help on application (15 pages). Dr. Zuck has taught Bible
exposition at Dallas Seminary also for many years, as well as
having edited many books.
b) Mark your readings on the Reading Report before each class session. Late
and/or partial readings will receive half credit. Turn this report in on the
last day of the class.
3. Written Assignments (90%)
a) Course readings average less than 10 pages per class session, which is quite
light for graduate work. However, this is to free up study time for several
written assignments in order to make this a “hands-on” course in the Bible.
b) This course uses the Hendricks text because it is so interactive. You will
gain the most from it when you complete its short assignments, so don’t
skip these exercises! You will also hand in at class the more substantial
assignments (see below).
c) Each day you will submit a written assignment of 2-3 pages (single or
double-spaced). Any assignment extending to the fourth page will not
receive an “A” (this is not a test to see how much you can write, but how
concisely you can express your thoughts). No title page is needed, although
it is preferred that you type each assignment.
d) Each assignment carries a 10% grade penalty per class day late. Also,
points may be deducted for not including your full name, exceeding the
page limit, misspelling my name (!), bad grammar and poor spelling.
e) Here are the assignments (due dates are on the Reading Report):
(1) Joshua 1:8 (Hendricks, 63): Without using any source besides your
Bible, record at least 25 observations on Joshua 1:8. Make no more
than five of these stemming from the context outside this verse.
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Number them and make sure that none of them restate another
observation you have already made (i.e., don’t the same thing in
different words). Make each observation a full sentence.
(2) Philippians 4:8-9 (Hendricks, 102): Write out a personal prayer journal
entry to the Lord as you actually pray to God. Make this a prayerful
reflection on Philippians 4:8-9 following the instructions in the book.
(3) Matt. 1:1-17 & Amos 1-5 (Hendricks, 157): Follow the instructions by
Hendricks on how to observe both of these passages. Make sure this is
your own work without consulting any commentaries.
(4) John 11:1-46 (Hendricks, 164): Compare and contrast Mary and
Martha’s responses to Jesus according to Hendricks’s instructions.
(5) Daniel 1–2 (Hendricks, 234, 242): Complete both assignments, giving
attention to how culture impacts the meaning of Daniel 1–2. Your grade is
based on observations in the text, cross-reference data, and background
information from a Bible dictionary. Put your observations in quadrants on a
chart with the 4 areas listed down the left vertically and the 3 parts below
listed across the top from left to right. Cite your sources .
(6) Proverbs 30:18-33: Follow the guidelines of the reading in Robinson to

get the Big Idea (Main Idea) of Proverbs 30:18-33. So outline this text
according to its natural divisions, stating each Main Point (MP) as a
full sentence that explains all the verses under it. These MPs sum up as
the Main Idea of the whole passage, so make sure each MP is reflected
in the Main Idea.
(7) Exegetical Ideas: Write the subject-complement statements on the

Exegetical Idea Exercises in Z1+X+Z2+Y form (notes, 157-59).
(8) Exegetical Outline: Design an exegetical outline for Colossians 4:6 in

Z1+X+Z2+Y form like the top of the Psalm 23 sermon (Homiletics, 46
in notes, 164). This includes your questions and answers about the
passage. I subtract 3% for each point missed on the Exegetical Outline
Checklist (Homiletics, 22 in notes, 160). Include your sources.
(9) Homiletical Outline: Write a single page, full-sentence, sermon outline

(HO) on Colossians 4:6. Include a title, the structure, big idea,
introduction, main points and sub points (with where ILLS go) in the
body, and conclusion. Use the Eccles. 5 sermon outline (Homiletics,
51 in notes, 165) as a sample. Do not put “grace” or “salt” in your
main points. Include your graded Assignment #8 (EO1) and a new
exegetical outline (EO2) with changes suggested by the professor. I
subtract 2% for each point missed on the Homiletical Outline Checklist
(Homiletics, 23 in notes, 161).
D. Course Load: How Much Time Will the Course Take?
1. The expected study time for the 30-sessions is 2 hours per session, or no more than
60 hours total.
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2. The breakdown for each class component:
Readings: 300 pp. x 4 min./pp. 20 hours 10% of course grade

Assignments: 9 x about 3 hrs./ea. 30 hours 90% of course grade
Totals 50 hours
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E. Selected Bibliography: Where to Go for More Help1
1. Books Emphasizing Observation
Arthur, Kay. How to Study Your Bible. Eugene, OR: Harvest House, 1994.
Previously published as How to Study Your Bible Precept Upon Precept.
Old Tappan, NJ: Revell, 1985. 176 pp. 220.97 ART
Hendricks, Howard G. and Hendricks, William D. Living by the Book.

Chicago: Moody, 1991. 349 pp. 220.97 HEN
How to Study the Bible. Colorado Springs: BEE International, 1987. [Author
anonymous.]
Wald, Oletta. The Joy of Discovery. Rev. ed. Augsburg, 1975. 96 pp.
2. Books Emphasizing Interpretation
Berkhof, Louis. Principles of Biblical Interpretation. London: Evangelical

Press, 1950. 220.6 BER
Brown, Jeannine. Scripture as Communication: Introducing Biblical

Hermeneutics. Grand Rapids: Baker, 2007.
Carson, Donald A. Biblical Interpretation and the Church. Exeter: Paternoster,

1984. 220.6 CAR
____________ . Exegetical Fallacies. Grand Rapids: Baker, 1984. 220.6 CAR
____________ . Hermeneutics, Authority and Canon. Leicester: IVP, 1986.

220.13 CAR
Croy, N. Clayton. Prima Scriptura: An Introduction to New Testament

Interpretation. Grand Rapids, MI: Baker Academic, 2011.
Dockery, David S. Biblical Interpretation: Then and Now. Grand Rapids:

Baker, 1992.
____________. Foundations for Biblical Interpretation. Nashville: Broadman

& Holman, 1994. 220.601 (R) DOC
Duvall, J. Scott, and J. Daniel Hays. Grasping God's Word: A Hands-on

Approach to Reading, Interpreting, and Applying the Bible. Third
Edition. Grand Rapids: Zondervan, 2012.
Ellis, E. Earle. Prophecy and Hermeneutic in Early Christianity. Grand Rapids:

Eerdmans, 1978. 220.6 ELL
Erickson, Millard J. Evangelical Interpretation: Perspectives on Hermeneutical

Issues. Grand Rapids: Baker, 1993. 220.601 ERI
1
These represent only some of the 153 books on hermeneutics in the SBC library. Those selected are either
more relevant and recent, or more significant older works.
6-Oct-20
Fee, Gordon D. New Testament Exegesis. Philadelphia: Westminster Press,

1983. 225.6 FEE
Fee, Gordon D. New Testament Exegesis: A Handbook for Students and

Pastors. 2d. ed. Louisville: Westminster John Knox Press, 1993, 2002.
225.601 FEE
Fee, Gordon D., and Douglas Stuart. How to Read the Bible for All Its Worth.
Third Edition. Grand Rapids: Zondervan, 2003.
Fuller, D. P. The Hermeneutics of Dispensationalism. ThD, 1957. Chicago:

Northern Baptist Theological Seminary, 1966
____________ . Gospel and Law: Contrast or Continuum? Grand Rapids:

Eerdmans, 1980. 230.045 FUL
Goldsworthy, Graeme. Gospel-Centered Hermeneutics: Foundations and

Principles of Evangelical Biblical Interpretation. Downers Grove, IL:
IVP, 2006.
Greidanus, Sidney. Preaching Christ from the Old Testament: A Contemporary

Hermeneutical Method. Grand Rapids: Eerdmans, 1999.
Henrichsen, Walter A. A Layman's Guide to Interpreting the Bible. Grand

Rapids: Zondervan, 1978. 220.6 HEN
____________ . Studying, Interpreting, and Applying the Bible. Grand Rapids:

Zondervan, 1990. 220.6 HEN
Johnson, Elliott E. Expository Hermeneutics: An Introduction. Grand Rapids:

Academie Books 1990. 330 pp. 220.601 JOH
Kaiser, Walter C. An Introduction to Biblical Hermeneutics: The Search for

Meaning. Grand Rapids: Zondervan, 1994. 220.601 KAI
____________ . Back Toward the Future: Hints for Interpreting Biblical

Prophecy. Grand Rapids Baker, 1989. 220.6 KAI
____________ . Toward An Exegetical Theology. Grand Rapids: Baker, 1981.

220.6 KAI
Klein, William W., Craig Blomberg, and Robert L. Hubbard. Introduction to

Biblical Interpretation. Revised Edition. Dallas: Word, 2004.
Köstenberger, Andreas J., and Richard D. Patterson. Invitation to Biblical
Interpretation: Exploring the Hermeneutical Triad of history, Literature,
and Theology. Grand Rapids: Kregel, 2011.
Kubo, Sakae. So Many Versions? Grand Rapids: Zondervan, 1975. 220.6

KUB
Larkin, William J. Culture and Biblical Hermeneutics. Grand Rapids: Baker,

1988. 220.6 LAR
6-Oct-20
Longenecker, Richard N. Biblical Exegesis in the Apostolic Period. Grand

Rapids: Eerdmans, 1975. 220.6 LON
Longman, Tremper. Literary Approaches to Biblical Interpretation. Grand

Rapids: Zondervan, 1987. 220.6 SIL
McQuilkin, J. Robertson. Understanding and Applying the Bible. Chicago:

Moody Press, 1983. 220.6 MCQ
Osborne, Grant R. The Hermeneutical Spiral: A Comprehensive Introduction to

Biblical Interpretation. 2d ed. Downers Grove: IVP, 1991, 2006. 499
pp. 220.6 OSB
Plummer, Robert L. 40 Questions about Interpreting the Bible. Grand Rapids,

MI: Kregel Publications, 2010.
Poythress, Vern Sheridan. God Centered Biblical Interpretation. New Jersey:

P & R Publishing Co., 1999. 220.601 POY
Radmacher, Earl D. Hermeneutics, Inerrancy and the Bible. Grand Rapids:

Academie Books 1984. 220.6 RAD
Ramm, Bernard L. Hermeneutics. Grand Rapids: Baker, 1971. 220.6 RAM
_____________ . Protestant Biblical Interpretation. Grand Rapids: Baker,

1970. 220.6 RAM
Ryken, Leland. Words of Delight: A Literary Introduction to the Bible. Grand

Rapids: Baker, 1987. 220.13 RYK
Sandy, D Brent. Cracking Old Testament Codes: A Guide to Interpreting the

Literary Genres of the Old Testament. Nashville: Broadman & Holman
Pub., 1995. 323 pp. 221.66 SAN
Schultz, Samuel J., ed. Interpreting the Word of God. Chicago: Moody, 1976.
220.6 SCH
Silva, Moises. Biblical Words and their Meaning: An Introduction to Lexical

Semantics. Grand Rapids: Zondervan, 1994. 220.66 SIL
____________ ., ed. Foundations of Contemporary Interpretation. Six

volumes in one. Leicester: Apollos, 1991. 220.6 SIL
Silva, Moises. Has the Church Misread the Bible? Grand Rapids: Zondervan,
1987. 220.6 SIL
Sproul, Robert Charles. Knowing Scripture. Downers Grove: IVP, 1977.

220.6 SPR
Stein, Robert H. Difficult Passages in the New Testament. Grand Rapids:

Baker, 1990. 225.6 STE
6-Oct-20
____________ . Playing by the Rules: A Basic Guide to Interpreting the Bible.

Grand Rapids: Baker, 1994. 220.601 STE
Stuart, Douglas. Old Testament Exegesis: A Primer for Students & Pastors. 3d
ed. Philadelphia: Westminster, 1980, 1984, 2001. 221.601 STU
Tan, Paul Lee. The Interpretation of Prophecy. Winona Lake: BMH Books,
1974. 220.6 TAN
Terry, Milton S. Biblical Hermeneutics. Grand Rapids: Zondervan, 1974.

220.6 TER
Traina, Robert A. Methodical Bible Study: A New Approach to Hermeneutics.

Wilmore, KY: Asbury Theological Sem., 1952. 220.6 TRA
VanGemeren, Willem A., ed. A Guide to Old Testament Theology and

Exegesis: The Introductory Articles from the New International
Dictionary of Old Testament Theology and Exegesis. Grand Rapids:
Zondervan, 1999. 221.601VAN
Virkler, Henry A. Hermeneutics: Principles & Processes of Biblical

Interpretation. 2d ed. Grand Rapids: Baker, 1981, 2007. 220.6 VIR
Willmington, H.L. Willmington's Guide to the Bible. Wheaton: Tyndale, 1981.

220.6(R) WIL
Zuck, Roy B. Basic Bible Interpretation. Wheaton Victor Books 1991. 324
pp. 220.6 ZUC
3. Books Emphasizing Application
Doriani, Daniel M. Getting the Message: A Plan for Interpreting and Applying
the Bible. New Jersey: P & R Publishing, 1996. 220.601 DOR
_____________. Putting the Truth to Work: The Theory and Practice of Biblical
Application. Phillipsburg, NJ: P & R, 2001.

Edition. Grand Rapids: Zondervan, 2012. (pp. 235-250)
Köstenberger, Andreas J., and Richard Patterson Duane. Invitation to Biblical

Interpretation: Exploring the Hermeneutical Triad of History, Literature,
and Theology. Grand Rapids, MI: Kregel Publications, 2011. (pp. 721-
807)
Kuhatschek, Jack. Applying the Bible. Grand Rapids: Zondervan 1990. 220.601
KUH
Longman, Tremper. Reading the Bible with Heart & Mind. Colorado Springs:
NavPress, 1997. 220.601 LON
6-Oct-20

MI: Kregel Publications, 2010. (167-173)
Robinson, Haddon. Biblical Preaching: The Development and Delivery of

Expository Messages. 2d ed. Grand Rapids: Baker, 1980, 2001. 256 pp.
Strauss, Mark L. How to Read the Bible in Changing Times: Understanding and
Applying God’s Word Today. Grand Rapids: Baker, 2011.
4. Books Emphasizing Teaching
Ford, LeRoy. Design for Teaching and Training: A Self-Study Guide to Lesson
Planning. Nashville, TN: Broadman, 1978. 389 pp.
How to Lead Small Group Bible Studies. Singapore: Navigators, 1982.

[Anonymous.]
Powell, Terry. You Can Lead a Bible Discussion Group! Sisters, OR:
Multnomah, 1996. 170 pp.
Richards, Lawrence O. Creative Bible Teaching. Chicago: Moody, 1970. 288

pp.
Wald, Oletta. The Joy of Discovery. Rev. ed. Augsburg, 1975. 96 pp.
Walk Thru the Bible materials and seminars
Wilkinson, Bruce. The Seven Laws of the Learner. Sisters, OR: Multnomah,
1992.
Wilkinson, Bruce, ed. Almost Every Answer for Practically Any Teacher!
Portland, OR: Multnomah, 1992.
5. Seeing the “Big Picture” & Developing a “Bird’s Eye View” of Bible Books
Arnold, Bill T., and Bryan Beyer. Encountering the Old Testament: A Christian
Survey. Grand Rapids, MI: Baker Academic, 2008.
Carson, D. A. For the Love of God (Volume 2): A Daily Companion for
Discovering the Treasures of God's Word. Wheaton, IL: Crossway Books,
1999.
___________. For the Love of God. a Daily Companion for Discovering the
Riches of God's Word. Wheaton, IL: Crossways Books, 2006.
Carson, D. A. and Douglas Moo. An Introduction to the New Testament. Grand

Rapids, MI: Zondervan, 2005.
DeSilva, David Arthur. An Introduction to the New Testament: Contexts,

Methods, and Ministry Formation. Downers Grove, IL: InterVarsity
Press, 2004.
Elwell, Walter A., and Robert Yarbrough W. Encountering the New Testament:
6-Oct-20
A Historical and Theological Survey. Grand Rapids, MI: Baker Academic,

2013.
Fee, Gordon D., and Douglas Stuart K. How to Read the Bible Book by Book: A
Guided Tour. Grand Rapids, MI: Zondervan, 2002.
Hill, Andrew E., and John Walton H. A Survey of the Old Testament. Grand
Rapids, MI: Zondervan Pub. House, 1991.
Köstenberger, Andreas J., L. Kellum Scott, and Charles Quarles L. The Cradle,
the Cross, and the Crown: An Introduction to the New Testament.
Nashville, TN: B & H Academic, 2009.
___________. The Lion and the Lamb New Testament Essentials from the
Cradle, the Cross, and the Crown. Nashville: B & H Academic, 2012.
Powell, Mark Allan. Introducing the New Testament: A Historical, Literary, and
Theological Survey. Grand Rapids, MI: Baker Academic, 2009.
Walton, John H., and Kim Walton. The Bible Story Handbook: A Resource for
Teaching 175 Stories from the Bible. Wheaton, IL: Crossway, 2010.
Wenham, David, and Steve Walton. Exploring the New Testament. London:
SPCK, 2001.
6. Reading Sentences, Paragraphs, and Discourses

7. Grappling with Literary Contexts
Alter, Robert. The Art of Biblical Narrative. New York: Basic Books, 1981.
___________. The Art of Biblical Poetry. New York: Basic Books, 1985.
Bar-Efrat, Shimeon. Narrative Art in the Bible. Sheffield, England: Almond

Press, 1989.

Fokkelman, J. P. Reading Biblical Narrative: An Introductory Guide. Louisville,

KY: Westminster John Knox Press, 1999.
___________. Reading Biblical Poetry: An Introductory Guide. Louisville, KY:

Westminster John Knox Press, 2001.
___________. The Psalms in Form: The Hebrew Psalter in Its Poetic Shape.
Leiden, The Netherlands: Deo Pub., 2002.
6-Oct-20
Ryken, Leland. Words of Delight: A Literary Introduction to the Bible. Grand

Rapids, MI: Baker Book House, 1992.
Ryken, Leland, and Tremper Longman. A Complete Literary Guide to the Bible.
Grand Rapids, MI: Zondervan, 1993.
Ryken, Leland, and Philip Ryken Graham. The Literary Study Bible: ESV :
English Standard Version.. Wheaton, IL: Crossway, 2007.
___________.
Ferguson, Duncan S. Biblical Hermeneutics: An Introduction. London: John

Knox Press, 1986. (pp. 6-22)

Biblical Interpretation. Revised Edition. Dallas: Word, 2004. (pp. 135-
168)
Tate, W. Randolph. Biblical Interpretation: An Integrated Approach. Third Edn.

Grand Rapids, MI: Baker Academic, 2008. (pp. 219-227)
8. Grappling with Historical-Cultural Context

Approach to Reading, Interpreting, and Applying the Bible. 3rd ed. Grand
Rapids: Zondervan, 2012. (pp. 115-136)
Bailey, Kenneth E. The Cross & the Prodigal: Luke 15 through the Eyes of
Middle Eastern Peasants. Downers Grove, IL: InterVarsity Press, 2005.
Bailey, Kenneth E. Jesus through Middle Eastern Eyes: Cultural Studies in the
Gospels. Downers Grove, IL: IVP Academic, 2008.
___________. Paul through Mediterranean Eyes: Cultural Studies in 1

Corinthians. Downers Grove, IL: IVP Academic, 2011.
Biblical Illustrator. Nashville, TN: LifeWay.
Burge, Gary M. Jesus, the Middle Eastern Storyteller: Uncover the Ancient
Culture, Discover Hidden Meanings. Grand Rapids, MI: Zondervan,
2009.
Burge, Gary M. The Bible and the Land: Uncover the Ancient Culture, Discover
Hidden Meanings. Grand Rapids, MI: Zondervan, 2009.
___________. Encounters with Jesus: Uncover the Ancient Culture, Discover

___________. Jesus and the Land: The New Testament Challenge to "Holy
6-Oct-20
Land" Theology. Grand Rapids, MI: Baker Academic, 2010.
___________. Jesus and the Jewish Festivals. Grand Rapids: Zondervan, 2011.
Burge, Gary M., and Andrew Hill E. The Baker Illustrated Bible Commentary.
Grand Rapids, MI: Baker Books, 2012.
Feiler, Bruce S. Walking the Bible: A Journey by Land through the Five Books of
Moses. New York: Morrow, 2001.
Hays, J. Daniel, and J. Duvall Scott. The Baker Illustrated Bible Handbook.
Grand Rapids, MI: Baker Books, 2011.
Laniak, Timothy S. Images of God: Uncover the Ancient Culture, Discover

Martin, James C., John Beck A., and David Hansen G. A Visual Guide to Bible
Events: Fascinating Insights into Where They Happened and Why. Grand
Rapids, MI: Baker Books, 2009.
Silva, Moises. The Essential Companion to Life in Bible Times: Key Insights for
Reading God’s Word. Grand Rapids: Zondervan, 2011.
9. Maps
Beitzel, Barry J., and Nicholas Rowland. The New Moody Atlas of the Bible.
Chicago, IL: Moody Publishers, 2009.
Currid, John D., and David Barrett P. Crossway ESV Bible Atlas / [text By] John
D. Currid, [maps By] David P. Barrett. Wheaton, IL: Crossway Books,
2010.
Holman Bible Atlas: A Complete Guide to the Expansive Geography of Biblical

History. Nashville, TN: Broadman & Holman, 1999.
Nelson's Complete Book of Bible Maps & Charts. Nashville: Thomas Nelson,
2010.
Page, Nick. The One-stop Bible Atlas. Oxford, England: Lion, 2010.
Rasmussen, Carl, and Carl Rasmussen. Zondervan Atlas of the Bible. Grand
Rapids, MI: Zondervan, 2010.
Rose Book of Bible Charts 2. Torrance, CA: Rose Pub., 2008.
Rose Book of Bible Charts, Maps, and Time Lines: Full-color Bible Charts,
Illustrations of the Tabernacle, Temple, and High Priest, Then and Now
Bible Maps, Biblical and Historical Time Lines. Torrance, CA: Rose Pub.,
2005.
Wilson, Neil S., and Linda Taylor Chaffee. Tyndale Handbook of Bible Charts &
Maps. Wheaton, IL: Tyndale House Publishers, 2001.
6-Oct-20
Wright, Paul H. Holman Quicksource Bible Atlas: With Charts and Biblical
Reconstructions. Nashville, TN: Broadman & Holman, 2005.
10. Managing Word Studies

Bargerhuff, Eric J. The Most Misused Verses in the Bible: Surprising Ways God's
Word Is Misunderstood. Minneapolis, MN: Bethany House, 2012.
Baxter, Benjamin J. “Hebrew and Greek Word-Study Fallacies.” McMaster

Journal of Theology and Ministry 12 (2010-2011): 3-32.
http://www.mcmaster.ca/mjtm/volume12_000.htm
Bock, Darrell L. The Bible Knowledge Word Study: Acts-Ephesians. Colorado

Springs, CO: Victor, 2006.
Carson, D. A. Exegetical Fallacies. Carlisle, UK: Paternoster, 1996.
Holgate, David A., and Rachel Starr. SCM Study Guide to Biblical Hermeneutics.
London: SCM Press, 2006.

656).
Manser, Martin H. I Never Knew That Was in the Bible: A Resource of Common
Expressions and Curious Words from the Bestselling Book of All Time.
New York: Testament Books, 2004.
Merrill, Eugene H. The Bible Knowledge Word Study: Joshua-2 Chronicles.

Colorado Springs, CO: Victor, 2004.
___________. The Bible Knowledge Word Study: The Gospels. Colorado

Springs, CO: Victor, 2002.
___________. The Bible Knowledge Word Study: Genesis-Deuteronomy.

Colorado Springs, CO: Victor, 2003.
Mounce, William D. (Gen Ed). Mounce’s Complete Expository Dictionary of Old

and New Testament Words. Grand Rapids, MI: Zondervan, 2006. (esp pp
xiii-xxvi)
Silva, Moises. Biblical Words and their Meaning: An Introduction to Lexical

Semantics. Grand Rapids, MI: Zondervan, 1994.
Strauss, Mark L. How to Read the Bible in Changing Times: Understanding and
Applying God's Word Today. Grand Rapids, MI: Baker Books, 2011.
6-Oct-20
11. Who Controls Meaning & Levels of Meaning

Ancient Christian Commentary on Scripture series. Downers Grove, IL: IVP.
Brown, Jeannine. Scripture as Communication: Introducing Biblical

Hermeneutics. Grand Rapids: Baker, 2007. (pp. 57-136)

Biblical Interpretation. Revised Edition. Dallas: Word, 2004. (pp. 169-
209)

MI: Kregel Publications, 2010. (pp. 127-133)
Tate, W. Randolph. Biblical Interpretation: An Integrated Approach. Third Edn.

Grand Rapids, MI: Baker Academic, 2008. (pp. 1-7)
12. Role of the Holy Spirit

Klein, William W., Playing by the Rules: A Basic Guide to Interpreting the
Bible. Grand Rapids, MI : Baker Books, 1994. (pp. 61-71)

MI: Kregel Publications, 2010. (pp. 143-150)
13. How to Read OT Narratives

Fee, Gordon D., and Douglas Stuart K. How to Read the Bible for All Its worth.
Grand Rapids, MI: Zondervan, 2003. (pp.73-86)
Kaiser, Walter C., and Moisés Silva. An Introduction to Biblical Hermeneutics:

The Search for Meaning. Grand Rapids (Mi.): Zondervan Publ. House,
1994. (pp. 68-84)
Klein, William W., Craig Blomberg L., and Robert Hubbard L. Introduction to
Biblical Interpretation. Nashville, Tenn: Nelson, 2004. (pp 323-341)

6-Oct-20
261)
14. How to Read OT Law

Grand Rapids, MI: Zondervan, 2003. (pp.135-148)
Biblical Interpretation. Nashville, Tenn: Nelson, 2004. (pp. 341-351)
Wenham, Gordon J. Story as Torah: Reading the Old Testament Ethically.

Edinburgh: T & T Clark, 2000. (pp73-107)
Wright, Christopher. Living as the People of God: The Relevance of Old

Testament Ethics. Leicester: Inter-Varsity, 1983. (pp. 149-173)
_______________. Old Testament Ethics for the People of God. Downers Grove,
IL: Inter-Varsity Press, 2004. (pp281-326)
15. How to Read OT Poetry

Grand Rapids, MI: Zondervan, 2003. (pp. 169-186)

1994. (pp.86-98)

and Theology. Grand Rapids: Kregel, 2011. (pp.262-291, 306, 309-314)
16. How to Read OT Prophets

6-Oct-20

The Search for Meaning. Grand Rapids: Zondervan, 1994 (pp. 138-158).
Biblical Interpretation. Nashville, Tenn: Nelson, 2004 (pp. 359-387).

364)
17. How to Read OT Wisdom


The Search for Meaning. Grand Rapids, MI: Zondervan Publ. House,
1994. (pp. 99-103)
Biblical Interpretation. Nashville, Tenn: Nelson, 2004. (387-397)

314)
18. How to Read Gospels

Edition. Grand Rapids: Zondervan, 2012. (pp269-290)
Fee, Gordon D., and Douglas Stuart K. How to Read the Bible for All Its Worth.
Grand Rapids, MI: Zondervan, 2003. (pp 103-134)

1994. (pp. 104-119)
Biblical Interpretation. Nashville, Tenn: Nelson, 2004. (pp 399-418)

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448)
Wenham, David and Steve Walton. Exploring the New Testament: A Guide to the
Gospels and Acts, 2001, Downers Grove, IL: IVP.
19. How to Read Acts

Edition. Grand Rapids: Zondervan, 2012. (pp291-308)
Fee, Gordon D., and Douglas Stuart K. How to Read the Bible for All Its Worth.
Grand Rapids, MI: Zondervan, 2003. (87-102)

419)
20. How to Read Epistles


1994. (pp.120-137)

512)
Marshall, I, Howard, Stephen Travis, and Ian Paul. Exploring the New
Testament: The Letters and Revelation, 2002, London: SPCK.
21. How to Read the Book of Revelation
6-Oct-20

Grand Rapids, MI: Zondervan, 2003. (205-218)
Klein, William W., Craig L. Blomberg, and Robert L. Hubbard. Introduction to

Biblical Interpretation. Nashville: Nelson, 2004. (pp.440-448)

and Theology. Grand Rapids, MI: Kregel Publications, 2011. (pp.513-
570)
F. Other Matters
1. Contacting the Teacher
a) Singapore Bible College, 9-15 Adam Road Singapore 289886
b) Office (+65 6559-1513), home (+65 6762-2011), [email protected]
2. Copying These Notes
a) Permission granted until you make a lot of money publishing them.
b) The same applies to taping lectures.
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G. Schedule (Reading Report)

Name Sem. Grade
Please tick the final column if completed in full on time. Note outside the box if
completed late and/or partially. In these cases do not tick inside the box. Submit these
pages on the last day of class.
Session Date (Day) Subject Assignment

1 11 Mar (M1) Syllabus & Introduction None
2 11 Mar (M2) Getting to Know the Class None
3 11 Mar (M3) Overview of the 3-Step Hendricks, 34-44
Method (18-20a)
4 12 Mar (T1) Observation: Hendricks, 45-63

* Its value (20b-21) “The Student, the Fish &
* Observing a verse (23-25) Agassiz” (notes, 23-25)
Assign. #1: Joshua 1:8
(Hendricks, 63)
5 12 Mar (T2) * Reading the Bible Hendricks, 64-80
- Thoughtfully (22)
6 12 Mar (T3) - Repeatedly & Patiently Hendricks, 81-90
(22a-b)
7 13 Mar (W1) - Selectively & Prayerfully Hendricks, 91-102

Assign. #2: Philippians
4:8-9 (Hendricks, 102)
8 13 Mar (W2) * Paragraphs & Context Hendricks, 131-40
9 13 Mar (W3) * Observing Things… Hendricks, 141-47, 165-70
- Emphasized & True to Life
10 14 Mar (Th1) - Repeated & Related Hendricks, 148-64

- Comparisons & Assign. #3: Matt. 1:1-18
Contrasts & Amos 1-5 (Hendricks,
157)
11 14 Mar (Th2) * Charts & Mechanical Hendricks, 171-92
Layouts (26-28)
12 14 Mar (Th3) Interpretation: Hendricks, 193-208
* Basic Principles to Find the
Correct Meaning (41-45)
13 15 Mar (F1) * Typology (45a-i) Notes, 45a-i

14 15 Mar (F2) * OT Literary Types (113-22) Hendricks, 209-220
15 15 Mar (F3) * NT Literary Types (123-26) Assign. #4: John 11:1-46
(Hendricks, 164)
16 18 Mar (M1) * Interpretive Principles Hendricks, 221-35

17 18 Mar (M2) * Culture (46-47) Hendricks, 236-42
18 18 Mar (M3) * Exegetical Idea: Basic Form Assign. #5: Dan. 1–2
(notes, 30-31, 141) (Hendricks, 234, 242)
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19 19 Mar (T1) * Consultation (Study Tools in Hendricks, 243-51

notes, 29-40))
20 19 Mar (T2) * Use of Language (Grammar) Hendricks, 252-56
* Exegetical Idea: Z1+X+Z2+Y Notes, 153-56
21 19 Mar (T3) * Determining the Main Idea Haddon Robinson,
(150-52) Biblical Preaching, 2d
– “A Mighty Fortress” (141) ed., 33-50 in notes, 142-
49)
Assign. #6: Proverbs
30:18-33 Main Idea
22 20 Mar (W1) * Figures of Speech Hendricks, 257-67

Assign. #7: Exegetical
Statements (notes, 157-59)
23 20 Mar (W2) * Prophecy/Revelation (127-40) Notes, 127-40
24 20 Mar (W3) * Israel & the Church (47e-h) Notes, 47e-h
25 21 Mar (Th1) Interpretation Summary Hendricks, 268-80

(Homiletics, 22 in notes, 160) Assign. #8: Col. 4:6
Exegetical Outline
26 21 Mar (Th2) Application: Hendricks, 281-303
* Importance & Value
* Steps in Application
(Homiletics, 23 in notes, 161)
27 21 Mar (Th3) * Nine Questions to Ask Hendricks, 304-16
* Addressing the Time Gap
28 22 Mar (F1) * The Law of Moses & Us J. Dwight Pentecost, “The

(110-111) Purpose of the Law,” Bib
Sac 128 (July 1971): 227-
33 in notes, 47a-d
29 22 Mar (F2) * Principlizing (59, 112) Hendricks, 316-23
Assign. #9: Col. 4:6
Homiletical Outline
30 22 Mar (F3) * Applying for Life-Change (60-63) Hendricks, 324-30
Submit this reading list
6-Oct-20
My Biographical Sketch
Rick & Susan Griffith

Kurt (26), Stephen (23), and John (20)
Background
“Never say ‘never.’” Rick and Susan Griffith both learned this age-old tip the hard way.
Rick recalls sitting in his elementary school classes thinking, “If there’s one thing I’ll never become it’s a
teacher. Imagine saying the same stuff over and over, year after year!”
Yet after trusting Christ in junior high and gaining a taste for teaching the Bible, Rick’s attitude began to
change. After his business degree at California State University, Hayward, and Master of Theology degree
(Pastoral Ministries) and the Doctor of Philosophy degree (Bible Exposition) from Dallas Theological Seminary
in Texas, Dr. Griffith soon found himself on the other end of the classroom—and loving it!
Susan, from Yucaipa, California, also learned not to say “never.” As she earned her Bachelor of Arts degree in
piano at Biola University, several friends married and worked to put their husbands through three more years of
seminary training. “I’ll never do that!” she exclaimed. Soon afterwards she invested three years (1981-1983)
singing together with her future husband in the Crossroads, Campus Crusade's traveling music team in Asia.
This nine member Philippines-based group shared Christ in the Philippines, China, Hong Kong, Korea, Japan,
Macau, Thailand, Malaysia, Indonesia, and Singapore.
In December 1983 Susan’s “never” became a reality. She and Rick were married and like Jacob and Rachel of
old, Susan also worked for her mate. During these seven seminary years Rick served as a pastor, corporate
chaplain, and International Students church consultant. Susan taught women's Bible studies and often
ministered by singing. Their primary church in Texas is Christ Chapel Bible Church in Fort Worth.
The Griffith family now includes three sons: Kurt (25 yrs.), Stephen (23 yrs.), and John (19 yrs.). During home
assignment they minister mainly from the First Baptist Church of Yucaipa, California.
Ministry
However, since 1991 the Griffiths’ home has been Singapore where Rick serves as NT Department Coordinator
with 30 other full-time faculty at Singapore Bible College. SBC has about 500 full-time students from 23
countries and 25 denominations, as well as many professionals in the certificate-level Centre for Continuing
Theological Education (CCTE). During his first term he taught a variety of courses: Old Testament Survey,
New Testament Survey, New Testament Backgrounds, Eschatology (the study of future things), Evangelism,
Pastoral Epistles, Psalms, Homiletics (preaching), Hebrew Exegesis, and four Old Testament exposition courses.
For many years he also taught Pentateuch, Gospels, Eschatology (theology of the future), Ecclesiology
(theology of the church), and Pneumatology (theology of the Holy Spirit). Now he teaches mostly Bible
Exposition classes, including Homiletics, World of the OT & NT, and NT Survey. He has also written the
online Advanced Studies in the Old and New Testament courses available for free at the Internet Biblical
Seminary (http://www.internetseminary.org).
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Dr. Griffith loves the variety and strategic nature of his teaching. He invests his life into Anglicans from Sri
Lanka, Lutherans from Singapore, Presbyterians from Korea, Conservative Baptists from the Philippines, and
missionaries from Campus Crusade, OMF, and Operation Mobilisation—sometimes all in one class! A survey
of one of his courses revealed that 17 of the 20 students were training for ministry outside of Singapore. Nearly
all SBC graduates enter ministry due to Asia’s shortage of trained leaders.
Ministry opportunities abound. Rick and Susan conduct premarital counseling for students and their home has
an open door to students and guests traveling through Singapore. They have sung in evangelistic thrusts and in
1992 helped start International Community School, a Christian K-12 school in Singapore. They are
missionaries with WorldVenture and Rick serves as the Singapore field leader.
Dr Griffith enjoys other partnerships. He also serves as Singapore Director for BEE (Biblical Education by
Extension); Asia Translation Director for "The Bible... Basically International" Seminars; Web Author &
Editor, Internet Biblical Seminary; and itinerate professor at Lanka Bible College (Sri Lanka), Myanmar
Evangelical Graduate School of Theology, Union Bible Training Center (Mongolia), Jordan Evangelical
Theological Seminary, and BEE training in three restricted access countries.
In 2006 the Griffiths also helped begin Crossroads International Church, Singapore. Here “Dr. Rick” was
“Pastor Rick” until 2011. The church meets Sunday afternoons at the Metropolitan YMCA at 60 Stevens Road
from 4:00-5:30 PM. See http://www.cicfamily.com for details.
In 2009 Dr. Griffith developed a new website at http://www.biblestudydownloads.com where all ten of his
courses are available for free download. This includes 5000 pages of his course notes in Word and pdf formats,
more than 300 PowerPoint presentations in English, and hundreds of translations of these by his students into 31
languages. Languages include Arabic, Bangla, Burmese, Chin, Chinese, Dutch, French, Hindi, Indonesian,
Japanese, Kachin, Khmer, Kiswahili, Korean, Lotha, Malay, Malayalam, Mao, Mizo, Mongolian, Nepalese,
Nias, Paite, Russian, Tagalog, Tamil, Tangkhul, Tenyidie, Thai, and Vietnamese.
Field
Singapore Bible College is strategically located at the “ministry hub” of Southeast Asia, the Republic of
Singapore. A small island of only 14 by 26 miles, Singapore is a city-nation located on the tip of the Malayan
Peninsula in Southeast Asia. The population of this multi-cultural society is 75 percent Chinese, 15 percent
Malay and 8 percent Indian. Other groups include Filipinos, Thais, Japanese, Americans, and Europeans. This
beautiful island nation, with dynamic growth in churches and missionary force, has been called the “Antioch of
Asia.” The Singaporean cross-cultural missionary force is increasingly contributing to God’s work in overseas
ministries.
Passion
Rick’s passion is for God’s leaders to preach and live the Word of God. The servant of God’s role is clearly
given in the following verses:
 Teaching obedience to what Christ taught is a key part of our commission to make disciples (Matt.
28:20)
 The priority of the apostles was teaching and prayer (Acts 6:1-16)
 Paul’s legacy to Timothy focused on exposition: “Preach the Word” (2 Tim. 4:2-3)
However, recent trends include the following:

 Church people are biblically illiterate—Amos lamented in his day of prosperity that there existed a
“famine for hearing the words of the Lord” (Amos 8:11)
 Pastors are doing too many things so they cannot “teach the teachers” (2 Tim. 2:2)
 Preachers give empty and simplistic sermons
 Attempting to be “relevant,” pastors preach what people want to hear—not what they need
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Observation
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Cartoon Observations
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H. Inductive Bible Study

From How to Study the Bible (Colorado Springs: BEE International, 1987), 20
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Rick Griffith, PhD How to Study the Bible 20a
A. Inductive Bible Study (continued)
1. Complete the two exercises at the bottom of page 43.
2. What’s the difference between deductive and inductive Bible study?
a) Deductive means that someone else already does the O-I-A for you. This
source tells you what the text says without any great effort on your part.
(Deduction would mean that I would show you how to do the squares and
lines exercises on p. 43 without you trying it first.)
b) Inductive means you experience the O-I-A process yourself. The text lies
before you uninterpreted, meaning that you must expend energy to discover
its gems.
3. Why should we study the Bible inductively? (We have so many good study aids, so
why figure the text out ourselves?)
a) These Bible study aids constantly contradict each other.
b) We live in a “pre-packaged age” where we’re losing the skill of how to

think.
c) We experience greater joy in self-discovery.
d) We best remember what took us some effort to figure out.
4. What is the goal of Bible study?
a) 1 Timothy 1:5 “But the goal of our instruction is love from a pure heart and
a good conscience and a sincere faith.”
b) The goal should not be self-edification, knowledge, status, or anything else

but love and obedience to the Lord.
6-Oct-20
Rick Griffith, PhD How to Study the Bible 20b
5. An overview of the O-I-A Method (Hendricks, 37-41)
a) Observation: What do I see?
(1) Terms: repetition of “believe” 29 times in John
(2) Structure:
(a) Grammatical
(b) Literary: Q & A, climax & resolution, cause-effect, etc.
(3) Literary Form (genre): narrative, law, poetry, prophecy, parable, etc.
(4) Atmosphere: setting and feelings of the text (1 Pet.
b) Interpretation: What does it mean?
(1) Questions: ask as many as are reasonable
(2) Answers: answer as many as you can from the text and cross references
(3) Integration: summarize the entire passage in a sentence called the main
idea
c) Application: How does it work?
(1) How does it work for me?
(2) How does it work for others?
6. Questions about the Inductive Method
a) Why is the order of O-I-A important?
b) What happens if you do a poor job on one of these three steps?
7. Practicing the Inductive Method
a) Make observations on Matthew 18:15-20 using the Mechanical Layout (p.

27).
b) Interpret difficulties in the passage and summarize them into a main idea.
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Rick Griffith, PhD How to Study the Bible 20c
c) Apply this idea to your life and your church.
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I. Choose the Text
1. What factors will be involved in your choosing your text?
a) Begin the text at a new section.
b) End your text at a period.
c) Make the text have a full literary idea (e.g., Matt. 18:20 is a portion).
d)
2. How soon should the choice of the text be done?
a) It’s never too early to study the Word of God!
b) Early observations will prevent late, inaccurate interpretations &

applications.
J. Pray over the Text
1. Ask God to speak to you from His Word.
2. Pray the text back to God
K. Study the Text
Insert BEE, 33 Tree picture
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1. Specific things to Observe
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2. The Student, the Fish, and Agassiz
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"The Student, the Fish, and Agassiz" (2 of 3)
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"The Student, the Fish, and Agassiz" (3 of 3)
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L. How to Study a Section of a Biblical Book
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M. Mechanical Layouts
1. Matthew 18:15-20 Mechanical Layout

15
“If your brother sins [against you],
go and show him his fault, just between the two of you.
If he listens to you, you have won your brother over.
16
But if he will not listen,
take one or two others along,
so that ‘every matter may be established
by the testimony of two or three witnesses.’
17
If he refuses to listen to them,
tell it to the church;
and if he refuses to listen even to the church,
treat him as you would a pagan or a tax collector.
18
I tell you the truth,
whatever you bind on earth will be bound in heaven,
and whatever you loose on earth will be loosed in heaven.
19
Again, I tell you
that if two of you on earth agree about anything you ask for,
it will be done for you by my Father in heaven.
20
For where two or three come together in my name,
there am I with them.”
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2. How to Make a Mechanical Layout
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3. Recommended Bible Study Helps
I consider each of the following books the best of its type available in English today.
They are listed in order of priority (buy the first ones listed first). All prices listed
are in US dollars, as many of the books must be purchased from America anyway.
The best source I know of is Christian Book Distributors, P.O. Box 6000, Peabody,
MA 01961-6000 USA. You can direct dial the CBD telephone number from
Singapore at 1-978-977-5060 or call up their website (www.Christianbook.com).
a) Study Bible: Ryrie Study Bible. Expanded ed. By Charles Caldwell Ryrie.
Chicago: Moody, 1986, 1994. 2292 pp. (including 15 maps). CBD $29.95
hb.
(1) Here’s one of the best buys for your money, which has recently been
expanded from 8000 to 10,000 study notes, easier-to-read layout,
expanded topical index, and 200 new maps, charts, and diagrams inside
the text.
(2) Footnotes are brief and to the point in Ryrie’s readable style with both
listing and evaluation of alternate interpretations with a consistently
premillennial interpretation so the notes do not contradict one another
(most study Bibles are cooperative efforts with several authors of
contradicting theological views).
(3) It has plenty of white space for adding one’s own notes; brief book
introductions with a timeline of each book and more detailed outlines
than any other study Bible; the most extensive column references
nicely tied into the double column text; the highest quality and most
numerous colour maps of any study Bible (a map index and 15 maps
from Beitzel’s Moody Atlas listed in this study), the most complete
study Bible concordance (164 pp. with 35,000 references); includes an
excellent 21 page “Synopsis of Bible Doctrine” and numerous other
helps (topical index, survey of church history, intertestamental history
and literature, charts, timelines, harmony of the Gospels, etc.).
(4) However, it is weaker in application than the Life Application Bible

and it lacks a dictionary. Also in NASB and KJV.
b) Concordance: Thomas, Robert L., gen. ed. New American Standard

Exhaustive Concordance of the Bible. Nashville: Holman, 1981. $34.95-
Not available from CBD. cf. Strong's Exhaustive Concordance is for the
KJV ($9.95) and The NIV Complete Concordance lists only the important
words in the NIV ($19.95-Not available from CBD).
(1) Lists every word from every verse in the NASB in alphabetical order!
(2) Includes a short portion from the verse in which the word is found.
(3) The appendices in the back show the meaning of the original Greek or
Hebrew from every word making simple word studies possible.
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(4) Extensive (1695 pages).
c) Commentary: Walvoord, John F. and Zuck, Roy B., eds. The Bible
Knowledge Commentary. 2 vols. Wheaton: Victor Books, 1983 (NT),
1985 (OT). Both vols. $29.95. (or OT $16.95 and NT $14.95).
(1) Interprets the entire NIV Bible verse by verse (concise, yet thorough).
(2) Written by Dallas Seminary faculty, making it theologically consistent.
(3) Gives special attention to difficult, controversial passages, rather than

avoiding them.
(4) Contains many charts, book outlines, cross-references, maps,

introductions, etc.
(5) Written from a dispensational, premillennial, pretribulational

perspective.
d) Bible Survey: Wilkinson, Bruce, and Boa, Kenneth. Talk Thru the Bible.
Nashville: Thomas Nelson Publishers, 1983. $14.95.
(1) Provides for every book of the Bible a chart and concise sections on
introduction and title, author, date and setting, theme and purpose, keys
to the book, what the book says about Christ, contribution to the Bible,
survey and outline.
(2) Contains dozens of tremendous charts characteristic of the associated

"Walk Thru the Bible" seminars.
e) Word Studies: Vine, W. E. Vine's Expository Dictionary of NT Words.

Old Tappan, NJ: Revell, 1981. $8.95. Wilson's O.T Word Studies. $9.95.
Both vols. $16.95.
(1) Based upon the KJV, but very readable and concise.
(2) Alphabetized by English words but lists the Greek (Hebrew) words
from which a single English word is translated.
(3) Gives insights from the Greek (Hebrew) in a very easy to understand
manner.
(4) Actually is a concordance, dictionary and commentary all in one.
f) Bible Encyclopedia: Tenney, Merrill C., gen. ed. Zondervan Pictorial

Encyclopedia of the Bible. 5 vols. Grand Rapids: Zondervan Publishing
House, 1975. $149.95.
(1) Contains articles by conservative scholars which explain words, topics,

Bible books, customs, history, geography, culture and archeology.
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(2) Very extensive (over 5000 pages!).
g) Bible Atlas: Beitzel, Barry J. The Moody Atlas of Bible Lands. Chicago:
Moody, 1986. xviii+234 pp. CBD for S$50.31 or SBC Book Centre for a
bit more.
(1) Evangelical, excellent in both physical geography (70 pp.) and

historical geography (119 pp.) with maps superior to the NIV Atlas
below, maps nicely tied in with the text.
(2) Weak in that it lacks regional maps, often lacks Scripture references on
the maps themselves (though cited in supporting material), sometimes
gives too many details in the text, and has few full colour photographs.
(3) One advantage of this atlas is that 44 of its maps are available as colour
transparencies from CBD for US$130, though even at this price these
transparencies lack titles!
(4) Beitzel teaches at Trinity International University (formerly TEDS) in

Deerfield, IL. Reviewed by F. Duane Lindsey in Bib Sac 144
(January-March 1987): 112-13.
h) Systematic Theology: Chafer, Lewis Sperry. Revised by John F.

Walvoord. Major Bible Themes. Grand Rapids: Zondervan, 1926, 1974.
$9.50. Ryrie, Charles. Basic Theology. Wheaton: Victor Books, 1986.
$13.95
(1) Chafer and Walvoord's work has 52 chapters (one for each week of the
year!) on all types of important doctrines, includes topical and
Scripture indexes, and study questions for each chapter.
(2) Ryrie's Basic Theology is also an easy to understand treatment of Bible

doctrines. It includes many illustrations and a glossary to clear up
unfamiliar terms.
i) Topical Bible: Nave, Orville J. Nave's Topical Bible. Grand Rapids:

Guardian Press, n.d. $10.95.
(1) Fully writes out many verses categorized under 20,000 topics and
subtopics.
(2) Saves time looking up all the Scripture verses pertinent to a subject.
(3) Includes over 100,000 Scripture references under these topics as well.
j) Bible Dictionary: Douglas, J. D., ed. 2nd ed. The New Bible Dictionary.
Grand Rapids: Wm. B. Eerdmans Publishing Co., 1962, 1982, 1997.
$24.95.
(1) Basically is a shortened form of a Bible encyclopedia.
(2) Well illustrated, many maps.

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(3) Carefully researched, reliable.
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II. Interpretation
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A. Follow Basic Principles of Interpretation
1. Pray for the Holy Spirit's guidance before you approach the Scripture.
a) 1 Cor. 2:9–3:2
b) John 16:12-15
2. Thoroughly observe the entire passage before asking what it means.
3. Strive for the interpretation that the author intended.
a) When the writer penned the passage he nearly always had a single meaning
in mind.
b) Therefore, there only one correct interpretation—the author's (e.g., John

3:5)—unless The Divine Author intended a double meaning.
4. Remember the three key interpretation indicators: context, context and context.
a) This means that what you see in the passage is more useful than a related
idea somewhere else in the Bible.
b) However, sometimes some parallel passages can help.
5. Don’t indiscriminately apply a meaning elsewhere to the passage at hand.
a) Although seeing how the same word is used elsewhere in the Bible is a
good practice, don't always expect two biblical writers to express the same
concepts with the same words.
b) Sometimes both will use the same word but with different meanings (e.g.
"justify" used by Paul in Romans 5:1 versus James' use in James 2:24).
c) Usage in context determines the meaning of words more than a dictionary.
6. Study the history, geography, and customs related to a passage
a) Every environment influences every writer (including biblical authors).
b) Recognize that you are looking at Scripture through your own cultural grid.
7. Follow the rule of faith.
a) Since the entire Bible is true and truth must agree with truth, the supposed
"contradictions" you seem to see only reveal the need for deeper study to
harmonize the facts.
b) Your interpretation of a passage must agree with the rest of the Bible.
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8. Follow the normal sense of communication.
a) Every communication of thought (from both God and man) is in the

language of man.
b) Therefore, Scripture is subject to the normal rules of interpretation.
c) The Bible is not a spiritual Book with a spiritual meaning.
9. Read words in their normal sense until the normal sense doesn't make sense.
a) This is often called literal hermeneutics.
b) However, even literal hermeneutics allows room for figurative language

(but there's always a literal person or event behind every figure!).
10. Recognize the progressive nature of revelation.
a) In other words, God did not reveal the entire Bible to mankind all at once,
but over a 1600-year period which included several different dispensations.
b) The entire Bible is profitable for study, but some statements do not directly
apply to the modern Christian.
(1) For example, David prayed, "Do not take your Holy Spirit away from
me" (Ps. 51:11) which is impossible for the believer (Rom. 8:9).
(2) Other examples…
11. Squares & Lines Exercise
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B. Answer Questions of the Text (What Does the Text Mean?)
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What Does the Text Mean? (2 of 2)
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C. Permanent or Temporary?
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D. How Do We Know if a Passage is "Culturally Conditioned"?
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E. Structure the Text
Steps to Follow in Outlining a Passage:
1. Read the entire book/letter.
a) While reading ask the question, "Why did the author write this book/letter?"
b) Picture the whole before you try to interpret the parts (e.g., purpose of 1
Corinthians).
2. Look for structural markers
a) These are repeated words or phrases that the author uses that relate
component parts and indicate changes of subject.
b) For example:
(1) "It is reported" acknowledges reports in 1 Cor. 1–6 (1:10-11; 5:1; 6:1)
(2) "Now about" answers questions in 1 Cor. 7–16 (7:1; 8:1; 11:2; 12:1;
15:1; 16:1)
3. Pay attention to paragraphs
a) Consider paragraph divisions more important than chapter divisions,

although chapter divisions are usually helpful.
b) Sometimes chapter divisions obscure meaning (1 Cor. 12:31–13:1 is an

example of an unfortunate chapter division; cf. Acts 4:32–5:1f.).
c) Don't necessarily always follow your Bible's divisions because these are not
inspired (since the Greek manuscripts have no chapters, paragraphs,
punctuation, capital letters or spaces between words)!
4. Make a paragraph title for each paragraph:
a) Brief— preferably one word (but not more than three)
b) Personal— what works for you (especially if it's ridiculous)
c) Memorable— helps you recall what's in the text (use words from the text
itself)
d) Unique— a title which can't apply to other paragraphs (not "the Paul
paragraph")
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5. Group the paragraphs
a) Combine these paragraphs under the major headings (the "big hunks") in
the book.
b) Usually the author's thought patterns will revolve around one of these five
types of divisions:
(1) Key Persons - Biographical Structure (Genesis 12–50 = Abraham-

Isaac-Jacob-Joseph)
(2) Key Places - Geographical Structure (Exodus = Egypt-Wilderness-Mt.

Sinai)
(3) Key Events - Historical Structure (Acts = Jews-Samaritans-Gentiles)
(4) Key Times - Chronological Structure (1 & 2 Kings)
(5) Key Ideas - Ideological Structure (Romans = Righteousness Needed-

Provided-Freedom-Rejected- Lived)
F. Derive Exegetical Idea of the Text (Passage Idea)
1. After outlining the text, summarize it in one sentence.
2. Make sure all sub-points actually fit under this key concept.
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G. Derive Homiletical Idea of the Text (Sermon Idea)
1. Make sure that the Exegetical Idea and its supporting main points contain no
figures of speech as these all should be translated into their actual referents.
2. Convert the Exegetical Idea into a Homiletical Idea. This is also called transferring
the passage idea into the sermon/main/big idea (see copied pages of Homiletics, 36-42).
H. Types & Symbols2
1.
I. Parables & Allegories3
1.
2
Summarized from Roy Zuck, Basic Bible Interpretation, 169-93.
3
Summarized from Zuck, 194-226.
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J. A History of Hermeneutics
1. Why is it important to know how Christians have interpreted the Scriptures

through the ages? List as many reasons as you can.
2. Bible Interpretation Through the Ages
a) Pre-Christian Interpretation
(1) Literal
(a) Rabbi Hillel
(b) Rabbi Shammai
(2) Allegory
(a) Definition: “Allegorizing is searching for a hidden or a secret

meaning underlying but remote from and unrelated in reality to
the more obvious meaning of a text” (Roy Zuck, Basic Bible
Interpretation, 29).
(b) Historical Context:
(i) Greek Allegory
(ii) Jewish Allegory
(iii) OT Scholar named Philo of Alexandria (Zuck, 32)
(a) Sarah & Hagar
(b) Jacob & Esau
(c) Seven-branched candelabrum
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Rick Griffith, PhD How to Study the Bible 49b
(iv) Other Jewish Allegory of the OT
(a) Exodus 15:3
(b) Numbers 12:8
(c) Exodus 32:14
(d) Song of Songs
b) Early Church Fathers
(1) Literal
(a) Old Testament quotations were frequent. Why?
(b) Irenaeus: rules for a more literal hermeneutic:
(i) The OT is acceptable to Christians due to its ____________ .
(ii) Ambiguous statements should be interpreted by ___________

statements.
(iii) Apostolic succession
(c) “Husband of one wife” (1 Tim. 3:2)
(d) “Thousand years” (Rev. 20:1-6)
(2) Allegory
(a) Influence of Alexandria
(b) Epistle of Barnabas: The Six-Thousand Year Theory (2 Pet. 3:8)
ESV 2 Peter 3:8 But do not overlook this one fact, beloved, that
with the Lord one day is as a thousand years, and a thousand
years as one day.
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Rick Griffith, PhD How to Study the Bible 49c
c) Apologists
(a) Justin: Aaron and Hur’s uplifted hands = the cross
(b) Irenaeus (Against Heresies): 3 spies = Trinity
(c) Tertullian of Carthage: Gen. 1:2 Spirit over the waters = baptism
d) Alexandrian & Antiochene Fathers
(1) Alexandria, Egypt
(a) Focus:
(b) Clement’s 5 meanings within Scripture (Zuck, 35)
(i)
(ii)
(iii)
(iv)
(v)
(c) Origen’s 3 meanings (Zuck, 36)
(i)
(ii)
(iii)
(2) Antioch, Syria
(a) Focus:
(b) Dorotheus
(c) Diodorus
(d) John Chrysostom
(e) Theodoret
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Rick Griffith, PhD How to Study the Bible 49d
e) Late Church Fathers
f) Middle Ages
g) Reformations
h) Post-Reformation
i) Modern Era
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III. Application
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A. Purpose of the Lesson (Desired Listener Response)
1. Law of Application: Model
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2. Three Major Relationships
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3. Teaching Systems Management
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4. Application Method
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5. Law of Application: Apply for Life-change
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6. Law of Application: Apply for Life-change (Second blank page)
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7. How to be Relevant to Different Groups
a) Apply the Main Idea Relevantly
The same Main Idea applies to different individuals in different ways.

Think of how it shows up in real life for the various people in the
following scenarios…
(1) Men
(a) Work (owns own business, works for another, retired, unemployed)
(b) Husband (newlywed, mid-life, elderly)
(c) Father (small kids, teenagers, grown children)
(d) Ministry (church, para-church)
(e) Son (close to father or distant)
(f) Citizen/Neighbor
(g) Sports
(2) Women
(a) Work
(b) Wife
(c) Mother
(d) Ministry
(e) Daughter
(f) Citizen/Neighbor
(3) Teens or College
(a) School
(b) Work
(c) Dating Relationships
(d) Son or Daughter
(e) Ministry
(f) Roommates
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Griffith, Choong, & Ng NT2005: Hermeneutics & Bible Study Approaches 29
b) Use Illustrations that Apply the Concept
With limited time to speak you must make the best use of the time
available for illustrations. Therefore, use illustrations that apply your
point rather than those that merely explain it.
(1) Some illustrations only explain a concept because they come from an
unrelated area of life.
(a) The word used for “restoring” a brother in sin (Gal. 6:1) was used of
fishermen mending their nets or a doctor setting a broken bone in place.
This explains reconciliation but doesn’t apply the concept directly.
(b) A monkey grasping shiny tinsel through a small hole in a log gets
caught since he won’t let go to escape. This only partially illustrates
the perils of loving money (1 Tim. 6:10).
(2) Better illustrations apply a concept because they relate to the same area
of life.
(a) To show restoration (Gal. 6:1) use an actual situation when you saw
someone brought back to fellowship with Christ. Even an imagined one
would work better than simply an illustration from the medical or
fishing fields!
(b) Show the perils of loving money (1 Tim. 6:10) with a story of a pastor or
missionary who gave up his ministry simply for better pay.
(3) Better to use few illustrations to apply a concept than many in a

“grocery list.”
(4) For further help in applying the text, read Kuhatschek’s book,
Applying the Bible.
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Dr. Rick Griffith Homiletics I 30
B. Main Idea of the Lesson (Teaching Idea)
1. Four-Step Plan in Making Valid Applications
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2. Zuck's Ninety Verbs
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3. Areas of Life to Apply the Bible

(adapted from Irving L. Jensen’s Enjoy Your Bible)
The Christian Life is best understood as a series of new relationships (2 Cor. 5:17)
involving…
a) Your Relation to God
(1) Fellowship to Enjoy
(2) Commands to Obey
(3) Promises to Claim
(4) Prayers to Express
b) Your Relation to Yourself
(1) Past Experience and Heritage
(2) Present Experience
(3) Personal Values, Priorities, Standards
(4) Future Expectations
c) Your Relation to Others
(1) In the Home (parents, marriage, children, in-laws)
(2) In the Church
(3) In Society (neighborhood, work place)
(4) In the World (non-Christians)
d) Your Relation to the Enemy
(1) A Person to Resist
(2) Devices to Recognize
(3) Sins to Avoid
(4) Armor to Wear (Eph. 6:10-18)
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4. How to Apply Scripture
a) Pray for three things:
(1) Pray for a humble spirit of openness on your part to see what God
wants you to see in the passage,
(2) Pray for the ministry of the Holy Spirit to teach you, and
(3) Pray that no hindrances would prevent you from applying what God
wants to do in your life through your study (Handout 34).).
e.g., "God open my eyes to what I need to learn today from the Word
and Your Spirit. Show me what may be getting in the way from Acts
1:8 becoming a reality in my life."
b) Resist the temptation to apply until you have thoroughly observed in the
passage (OBSERVATION) and come to an accurate understanding of the
meaning (INTERPRETATION).
e.g., "I see that the disciples were to first share Christ in Jerusalem
which means that they were to be faithful first where they were before
crossing the seas to evangelize."
c) Write out the application principle (a concise, universal statement) you get
from the passage that applies in every culture.
e.g., "Every Christian should first evangelize in his unique sphere of

influence before leaving this influence to share Christ elsewhere."
d) Consider how this principle pertains to you in the various relationships you
have.
e.g., "In my relation to others in the world I wonder if I have really

been faithful in spreading the gospel at my job—especially with
Stacy."
e) Be very specific on exactly how you will integrate that application principle
into one of these relationships. Make your application measurable and use
an application verb in the following formula:
___________ I will ___________________ by

______________________
(When) (What) (How)
e.g., "Today I will begin reaching my closest sphere of influence by

sharing Christ with Stacy at work."
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5. Conclusion
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IV. Teaching What You Have Learned
A. Structure Your Lesson
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1. Hook-Book-Look-Took Method
a) Hook: The introduction should accomplish three objectives. It should:
(1) Gain favorable attention.
(2) Create interest in listening further (touch a need or arouse some

curiosity).
(3) Orient the listeners either to the full main idea or to the subject. The
subject (a question that the lesson will answer) is generally more
interesting than telling them your conclusion up-front.
b) Book: Get the students into their Bibles!
(1) Make sure that they feel left out if they do not have a Bible with them.
(2) Do not steal from the learners the joy of self-discovery by telling them
what they can glean for themselves.
c) Look: Teach only one main principle from the text.
(1) People cannot handle more than one idea in the lesson—make your
teaching a bullet rather than buckshot!
(2) Make this universal or specific application in line with the biblical
author's original intent.
d) Took: The conclusion should accomplish three objectives. It should:
(1) Summarize the major points of the lesson and state (or restate) your
main idea.
(2) Apply the passage in areas not already touched upon in the body of the
lesson.
(3) Exhort the listeners to obedience (reminding of applications stated

earlier).
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2. Lesson Plans
a) Teaching Objectives (Goals)
(1) Goals state the subject to be dealt with.
(2) Make each objective relate to student learning ("The student will…")
rather than teacher instruction ("I will…").
(3) Write each objective in the command form so that it will complete the
sentence beginning with "The student will…"
(4) Design a goal in at least three areas: what you want the student to…
(a) Know
(b) Feel
(c) Do
(5) Make goals as measurable as possible (avoid ambiguous objectives).
(6) Avoid using the "to be" verb.
(7) For an excellent summary of how to teach various levels of learning,

see the outline of the Leroy Ford's book, Design for Teaching and
Training, in the supplements to these notes.
b) Teaching Methods
(1) Plan the more "hands-on" methods at the beginning of class and after
lecturing for more than 30-40 minutes.
(2) Vary your methods—the worst one to use is the one you use all the
time!
(a) Assignments
(b) Brainstorming
(c) Buzz groups
(d) Case study
(e) Colloquy (speakers with responders)
(f) Class notes
(g) Creative writing
(h) Debate
6-Oct-20
(i) Discovery (self-inquiry)
(j) Discussion
(k) Drama
(l) Field trip
(m) Games
(n) Handwork
(o) Interview
(p) Lecture
(q) Memorization
(r) Monologue
(s) Music
(t) Neighbor nudge
(u) Panel
(v) Prayer
(w) Project
(x) Question & answer
(y) Quiz (agree-disagree, short answer, multiple choice, matching)
(z) Research/reports
(aa) Role play
(bb) Scripture search
(cc) Story telling
(dd) Self-Evaluation Questionnaire
(ee) Survey
(ff) Symposium (speeches)
(gg) Transparency drawing
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(3) How do you know which method to use? Consider these variables:
(a) Content
(b) Size of class
(c) Time available
(d) Student knowledge, attitudes, and abilities
(e) Objectives (see " Design for Teaching and Training" on the next 9
pages)
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(4) Design for Teaching and Training
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Design for Teaching and Training (2 of 9)
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c) Teaching Materials
(1) Illustrations
(a) The Importance of Good Illustrations: Why it is important to illustrate

the text well in teaching?
(i) Illustrations explain, validate, or apply ideas by relating them to tangible

experiences.
(ii) Illustrations render a truth believable
(iii) Illustrations aid memory
(iv) Illustrations stir emotion
(v) Illustrations create need
(vi) Illustrations hold attention
(vii) Illustrations establish rapport between speaker and audience (entertaining

is good!)
(b) How to Give Good Illustrations
(i) Draw illustrations from the listener’s world—not yours!
(ii) Get your teaching outline done early enough in the week to be able to
find good and fitting illustrations.
(iii) Vary the type of sermon illustration used. Variety is key!
Hardly ever used Sometimes used Often used

• Humor • Historical incident • Statistic
• Nursery rhyme • Definition • Scientific
data
• Bible story • Quotation • Poem
• Use of objects • Hymn • Overused
story
• Emotional story • Newspaper story • Anecdote
• Personal story (that is true, modest, and doesn't violate a
confidence)
Emphasize this first column and you’ll be a hero to your

listeners as very few Chinese teachers share illustrations in
these areas!
(iv) Don’t tell stories—relive them! Be dramatic!
(c) Where to Find your illustrations: Beg, borrow, or steal illustrations

wherever you can—from…
(i) Sermons you hear (in church, chapel, on tape, etc.)—never be caught
without a few 3 x 5 cards in your Bible or purse or daily planner!
6-Oct-20
(ii) Things you read
(a) Newspaper articles and comics—especially on the morning you

preach!
(b) Christian Books—especially by Charles R. Swindoll (read Living

on the Ragged Edge, For Those Who Hurt, Improving Your
Serve, Strengthening Your Grip, Dropping Your Guard, Growing
Strong in the Seasons of Life)
(c) Secular Books—see Tan Huay Peng, Fun with Characters: The
Straits Times Collection. 3 vols. Singapore: Federal
Publications, 1982.
(d) Magazines—especially Reader’s Digest, Insight, and U.S. News

and World Report
(e) Devotional guides—especially Our Daily Bread
(f) Written sermons—especially Haddon Robinson, Biblical

Sermons
(iii) Films and Television—including advertisements (printed ones too)
(iv) People's Experiences
(a) Your own personal experiences in life (but be transparent)
(b) Other people’s life experiences or quotes (good for clarity and
authority)
(c) Other teachers (exchange your best stories with one another)
(v) Your imagination (make up a scenario or conversation as if the listener is

in it)
(2) Overhead Transparencies
(a) Make at least 18 point fonts.
(b) Don't clutter them.
(c) Use charts.
(3) Whiteboard
(a) Use 2-3 colours.
(b) Have students use the board too.
(4) Handouts
(a) Delete unnecessary material such as copying long sections of Scripture.
(b) Cite sources of material that is not your own (provide a bibliography).
6-Oct-20
(5) Objects
(a) Avoid costly learning aids.
(b) Realize that adults like objects too (e.g., pass around suggested books).
d) Schedule
(1) Assure that each activity contributes towards the teaching objectives.
(2) Suggest feasible activities that learners can perform (tasks that are too
difficult will discourage students).
(3) Be realistic about how much time each activity will take—short enough
to keep the class moving but long enough so as not to frustrate students
by hurrying them.
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B. Teaching Your Lesson
1. Evaluating Your Teaching
6-Oct-20
2. Preparing Your Lesson
a) Follow the Observation-Interpretation-Application model.
b) Design your lesson plan keeping in mind the other things noted in this class
3. The Day Before You Teach
a) Pray much about your lesson and the students
b) Consult lesson plan to gather materials
c) Have everything ready before you go to bed
d) Teach the whole lesson aloud
4. Tips for Teaching for Life-change
a) Arrive early enough to have your stuff set up before students arrive.
b) Be fun
c) Use a variety of teaching methods
d) Learn students' names
e) Read as little as possible
f) Don't be afraid to say: "I don't know"
g) Ask good questions
(1) Ask questions for which they have some background knowledge.
(2) Ask open-ended, not closed-ended questions.
(3) Ask questions in a permissive atmosphere.
(4) Ask questions on various cognitive levels.
(5) See the next page for four types of questions.
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h) Four Types of Questions
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i) Get everyone involved (Small Group Dynamics)
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j) Tips for using the overhead projector
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V. Conclusion
A. Choose a Book or Passage
1. Let’s now apply the entire series in a personal time of meditation and application.
2. One method does not always suit all.
a) One of the keys to having a consistent study and teaching practice for your
whole life is variety. We all get bored of the same routine in almost every
area of life, even our time with God.
b) For this reason the proper question is not, "Which Bible study method is
best?" but rather, "Given my present situation, which method will best meet
my needs until my situation changes?" There is no single best method of
Bible study and teaching. The ideal practice is to use a method long
enough to get comfortable with it, yet to abandon it for something else
before this method dies (or you do).
3. My Text
a) You've now finished this study on how to study and teach the Bible. Where
do you go from here? Pick a biblical book or passage to study and decide
between one of the methods discussed:
b) The Book I will Study

________________________________________
c) When and Where I Will Study

__________________________________
d) The Person Who Will Hold Me Accountable

_______________________
4. My Method
Choose which method you will use in your study plan:

Observation-Interpretation-Application in a plain notebook
Four-Step Method that summarizes the above
Law of Application: Apply for Life-change! Outline
B. Record other personal reflections regarding this series below:

6-Oct-20
VI. Supplements
A. Lesson Plans for this Series
Observation
Lesson Plan #1
Main Idea: The first step to studying and teaching the Bible is to learn how to observe
Scripture.
Instructional Objectives: The student will:
 Know how to make observations from a text of Scripture.
 Feel motivated to do personal Bible study rather than be spoon-fed.
 Do observations from Acts 1:8 to be able to make observations from his/her teaching
passage.
Teaching Methods: Buzz groups/reports, lecture, class discussion, reading, Q&A,
assignment
Teaching Materials: Handouts 4-16, T7, T8, T9, T12, overhead pens
Schedule:
Tim Minute
Pages Activity (Transparencies)
e s
3:00 5 7 Buzz Groups: Cartoon Comparisons

Have the class find the 18 differences in small groups (3-4
persons).
3:05 5 7 Buzz Group Reports (T7)

Have the groups share the answers to the cartoon comparisons.
3:10 5 4-5 Lecture: Introduction

Open in prayer and cover the basics of the course, including the
Contents and the "Choose" and "Pray over" steps.
3:20 5 8-9 Lecture: Inductive Bible Study (T8, T9)

Explain the Observation-Interpretation-Application Bible study
method—ILL: BIBLE, Study of (approach with open mind)
3:22 5 Reading: The Adventures of Sherlock Holmes

This short story demonstrates how we all make careful
observations in relation to our profession but often not in Bible
study.
3:25 10 10 Lecture: Specific Things to Observe

Skip 11 Cover Wald, 18-19, illustrating the items from NT passages.
3:35 7 12 Buzz Groups: Matthew 18:15-20

Read the verses and have everyone write down their observations.
3:42 5 12 Buzz Groups Reports: Matthew 18:15-20 (T12)

Skip 13 Write down the groups' observations on the overhead.
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3:47 3 14-16 Q&A

Assign 20 observations from the student's teaching text for next
week and the reading of the story of "The Student, the Fish, and
Agassiz." Close in prayer.
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Interpretation
Lesson Plan #2
Main Idea: We can understand the meaning of Scripture through some basic principles and
methods.

 Know some basic principles of interpreting the Bible and see them illustrated.
 Feel like he really can interpret the Bible with accuracy.
 Do the observations and interpretations on a passage that puzzles him.
Teaching Methods: Assignment, case study, discussion, lecture, neighbor nudge, question &
answer.
Teaching Materials: Handouts 18-25, T18, T19, overhead pens
Schedule:
Tim
Minutes Pages Activity (Transparencies)
e
4:00 5 Neighbor Nudge Case Study: What do You Tell Harvey?

(T18)
Explain some of the principles of outlining a passage as a bridge
from observation to interpretation.
4:10 15 18 Lecture: Principles of Interpretation

Illustrate these principles from Scripture.
4:22 5 19 Neighbor Nudge: Squares & Lines Exercise (T19)

Encourage the class to count the squares and connect the lines see
how well they can interpret the instructions.
4:25 15 20-21 Lecture: What Does the Text Mean?

Skip 22- Discuss these pages and encourage them to use it during Bible
23 study.
4:35 10 24-25 Lecture: Steps in Outlining a Passage

Correlate T13 and touch briefly on the exegetical idea.
4:40 5 18, 24 Application

Have them mark on the principles and outlining pages the area
where they are weakest in their personal study of Scripture.
Encourage them to make one action step to remedy this weakness.
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Structuring Your Lesson

Lesson Plan #3
Main Idea: Planning a sensible sequence of various learning activities makes learning for
students fun, informative, and life-changing.

 Know how to use the Hook-Book-Look-Took method to design lesson plans.
 Feel confident in trying the various teaching methods presented in class.
 Do his own lesson plan before next Saturday to present to his small group.
Teaching Methods: Worksheet, lecture, neighbor-nudge
Teaching Materials: Handouts 38-54, 61, 80, T40, overhead pens
Schedule:
Tim
e
5:00 5 Neighbor-Nudge: Need for Structured Activity

Answer this question to the person next to him: "How do you
respond when a class session is boring or rambling?"
5:05 10 38-39 Lecture: Hook-Book-Look-Took

Explain this method.
5:15 5 39 Worksheet: Hook-Book-Look-Took

bottom Have each student begin to apply this method to the lesson he will
or side teach or else to Matthew 18:15-20.
5:20 25 40-42 Lecture: Lesson Plans (T40)

Skip 43- Walk through the various aspects of the plans while illustrating
51 them with Lesson Plan #1 at the end of the notes.
52-54
61
5:45 5 80 Worksheet: Lesson Plans
Have each student begin to apply this method to the lesson he will
teach or else to Matthew 18:15-20.
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Application
Lesson Plan #4
Main Idea: Obedience to a passage is the ultimate goal of all Bible teaching.

 Know how to apply the Bible to his life and others' lives.
 Feel excited about applying the Bible to his life.
 Do the hard work of designing some applications for his lesson or Matthew 18:15-20.
Teaching Methods: Assignment, discussion, lecture, neighbor nudge, self-evaluation
Teaching Materials: Handouts 27-29, T34a, T27, T28, overhead pens
Schedule:
Tim
e
3:00 5 Neighbor Nudge: Holy Saints—Not Smarter Sinners (T34a)

Have this overhead up when everyone comes into class. Each
person should begin to discuss what this means with the person
next to him.
3:05 5 Discussion: Need for Application

Get class feedback from the Hook above to note the priority of
relevance in teaching.
3:10 15 33, 27 Lecture: Law of Application: Model (T27)

Quickly review observation and interpretation, then explain how 2
Timothy 3:16-17 ultimately results in godly behaviour through the
diagram and maxims.
3:25 20 28 Lecture: Three Major Relationships (T28)

Demonstrate the Spirit's ministry in relating the teacher with the
student, lesson, and method.
3:45 5 29 Self-Evaluation: Teaching Systems Management

Give listeners time to fill-in this sheet to designate whether they
are subject-, student-, or style-oriented in their teaching. Make
sure each makes at least one practical application in their areas of
weakness to their lesson they will teach.
6-Oct-20
Application Workshop
Lesson Plan #5
Main Idea: Lesson plans must emphasize application of Scripture more than anything else.

 Know how to make application the focus of his lesson.
 Feel privileged to be used of God in changing lives through teaching.
 Do a lesson plan evaluation with others to sharpen teaching skills.
Teaching Methods: Discussion, lecture, evaluation, buzz groups
Teaching Materials: Handouts 30-37, 80, T30, overhead pens
Schedule:
Tim
e
4:00 5 Discussion: Priority of Application

Ask, "What percentage of the time taken for teaching should be
devoted to application?"
4:05 15 30 Lecture: Application Method (T30)

Teach the five steps of method and seven maximizers using
Matthew 18:15-20.
4:20 5 31 Evaluation: Law of Application: Apply for Life-change!

Skip 32 Require the students to fill-in the five areas for their lesson that
they will be teaching.
4:25 3 33 Lecture: Zuck's Four Step Plan in Making Valid Applications

Go systematically through the entire three pages to illustrate how
observation, interpretation, and application fit together.
4:28 2 34 Lecture: Zuck's Ninety Verbs

Skip 35- Review this quickly as an illustration of the principle in the "How
37 to Apply Scripture" section.
4:30 20 80 Buzz Groups

In groups of 3 persons, have one person distribute 2 copies of his
lesson plan to the others and have them evaluate it based on the
criteria discussed for good lesson planning. Have each group end
their discussions at the break time (4:50).
6-Oct-20
Teaching Your Lesson

Lesson Plan #6
Main Idea: You can be an excellent teacher with effective evaluation, preparation, and by
following a few key common-sense principles.

 Know the tips to be an excellent teacher.
 Feel confident that he can teach effectively
 Do planning for how this course will be implemented.
Teaching Methods: Agree-Disagree, lecture, personal evaluation
Teaching Materials: Handouts 54-60, T57, T58, transparencies, overhead pens
Schedule:
Tim
e
5:10 5 On Agree-Disagree: "Mastery Learning"

whiteboar Discuss with their neighbor their view on this statement:
d
"If anything can be learned, anyone can learn it"
(Dr. Benjamin Bloom, All Our Children Learning)
5:15 5 54-55 Self- Evaluation: Am I a Pedagogue or an Androgogue?

Take time to evaluate your teaching style with these 20 questions.
5:20 10 56 Lecture: Teaching Tips

Cover this page on the process from preparation through actual
teaching of the lesson.
5:30 10 57 Lecture: Four Types of Questions (T57)

Show why to avoid the upper left type of questions and why to ask
the lower right types.
5:40 7 58 Lecture: Small Group Dynamics (T58)

Address the disadvantages of all the groups except the ideal group,
then explain why the ideal one is best.
5:47 8 59 Lecture: Overhead Projector Use

Demonstrate with the overhead both proper and improper use of
the overhead.
5:55 15 60 Self-Evaluation: Setting Personal Goals

Encourage each class member to make a decision where he will go
from here and be accountable to someone for this commitment.
Close in prayer.
6-Oct-20
B. The Process of Church Discipline
Church Authority to Restore Sinning Christians (Matthew 18:15-20)
Key Issue: How do we restore sinning Christians properly?
I. God’s way to restore members in sin is to keep the matter as private as possible (15-
17).
A. The desired end is restoration, not punishment or excommunication.
1. Why emphasize that the goal of discipline is a behaviour change? It’s because
many churches use excommunication only to punish rather than restore (e.g.,
Catholic).
2. Restoration is God’s goal for a wandering saint in the context (vv. 10-14).
3. Restoration is the explicit teaching of this text in verse 15b.
4. Restoration is the desired goal of church discipline in other passages (Gal. 6:1,
etc.).
B. God’s restoring process has four steps that tell more and more people about the sin
(15-17).
1. First only the offended person should deal with it individually (15).
2. Then this person should take only one or two others along (16).
3. Then the sin should be exposed to the entire church (17a).
4. Finally, the church should treat this person as an unbeliever (17b).
a. Don’t refer to the person as a Christian.
b. Seek to evangelize this person.
c. Do not allow the person to participate in the Lord’s Supper.
d. Remove the person from membership.
e. Remove this person from any responsibility in the church.
f. Prohibit the sinner from attending church (?).
(But why can we do all this? What right do we have to discipline our members? Because…)
II. Our church acts as an extension of the authority of God Himself (18-20).
A. We act in the place of the Father when we seek to restore someone (18-19).
1. Too often today’s churches act as if they have no authority under God (we should
still exercise discipline upon sinning members who leave to attend another church).
2. Our authority to announce guilt or innocence is what God has already determined
(18).
3. Paul commanded the Corinthian church to “deliver over to Satan” a believer living
in sexual sin (1 Cor. 5: 5).
6-Oct-20
4. We should trust that our leaders’ prayerful judgments are God’s will (19; cf. Ps.
82:1).
B. We act in the presence of Jesus Christ when we seek to restore someone (20).
Main Idea: We must restore sinning members properly because we act on God’s behalf.
Applications
1. As a member of this church you submit to its authority under God. This means that we
will lovingly seek to restore you if you fall. Is there any sin in your life worthy of church
discipline? Please clean this area up now and avoid pain for us all!
2. Has God placed anyone on your mind that you need to help restore? What will you do?
6-Oct-20
Lesson Title _____________________

Lesson Plan #
Main Idea:
 Know
 Feel
 Do
Teaching Methods: Assignment, discussion, drama, field trip, handwork, instructive play,
interview, lecture, memorization, monologue, music, neighbor nudge, panel, project, question
& answer, quiz, research/reports, role play, scripture search, story telling, survey, symposium
(speeches), transparency drawing
Teaching Materials:
Schedule:
Time Minutes Pages Activity (Transparencies)
6-Oct-20
Exegetical Outline Checklist

(Things to do in your exegetical outline as the basis for your sermon outline on page 23)
20th ed. (see examples on pp. 46, 116, 152, 178)
Form
1. Have you written your questions & answers of the text and the text itself at the top (if preaching 1-2
verses)?
2. Are the Exegetical Idea (EI) and Main Points (MPs) all written in proper Z 1+X+Z 2+Y form?
3. Is the background/previous context given to appreciate the EI? Don’t summarize your text here.
4. Have you used single-spacing (except between sections of the outline which is double-spaced)?
Exegetical Idea (EI): If missing then -18% (no credit for 2, 5, 6, 8, 9, and 10)
5. Is your stated subject derived from the main verb in the passage? (Generally this is the best way to
find the correct subject in epistles, especially if the main verb is a command.)
6. Is the EI and outline exegesis true to the author’s intent? (AI = evaluate Authorial Intent)
Main Points (MPs): If missing then -45% (no credit for 2, 7-18)
7. Do the connectives in the text (e.g., “and,” “but,” “so that,” “because,” etc.) match those of the Z 1s in
the outline (cf. p. 34)? Note that the NASB is better for connectives than the NIV.
8. Does each MP & EI have but one Z1 and Z2? (Not “The reason for… is because…in order that…”)
9. Does at least one Z 1 in the MPs match that of the EI?
10. Is each MP’s thrust in the EI and each SP’s thrust in their MP (cf. #19)? And are there 2+ MPs and 2+
SPs?
11. Do statements give the significance of the text addressed—esp. teaching about God?
12. Is each MP distinct from the others rather than sounding the same? Are phrases redundant?
13. Do the MPs flow without reading the various SPs (sub-points)? Are there 2-4 MPs?
14. Do the MPs use Roman numerals (I, II, III, etc.) and the SPs use letters (A, B, C, etc.)?
15. Is each MP an indicative statement (not a question)?
16. Do statements translate figures of speech rather than use the text’s words? (“TF”)
17. Do statements translate ambiguities by clearly taking one exegetical option? Compare the NASB and
NIV to clarify which verses are unclear (“TA”). Greek & Hebrew students must interact with the
original language.
18. Does the EO & EI have the same overall flow (same number of MPs) as the main movements of the
text?
Sub Points (SPs)
19. Do SPs (or MPs) avoid ideas not in the text (e.g., from cross-references)? (“NP” = not in passage)
20. Is the focus the recipients in the past (not present) tense (Write “The way the Colossians should…” not
“We should…”) and in active (not passive) voice?
21. Is each level of subordinate points indented in from the previous level? (Don’t start or continue each
SP from the far left side of the page or from the MP level in outlining.)
22. Does each point have a coordinating point (“I” has “II”, “A” has “B”; p. 61 [II.A.1.] & p. 55)?
23. Does each of the points contribute to the SP and MP under which it appears?
Miscellaneous
24. Is each point one (not 2-3) full sentence (“FS”) with one subject (cf. #8) and complement(s) and not
just a phrase? (Not “The rewards of blessed people are stated” as this only has a subject, but “The
rewards of blessed people are prosperity and children” with a complement.)
25. Is each statement specific enough to relate only to this passage and does it make sense without needing
to read the text (not “God fights His enemies” but “The way God fought the alliance of southern kings
was by causing the sun to stand still”)? Are enough details included?
26. Are statements two lines or less? Delete all unneeded words in each sentence or I will write “TL” (too
long).
27. Does each sentence in the outline include its correct verse, verses, or verse portion (1a, 1b, 1c, etc.)?
28. Are all verses/parts expounded in the order of the text rather than switching verses around?
29. Is each point of the outline numbered/lettered rather than in paragraphs or parentheses?
30. Do you state at the top your passage, name, mailbox number and speaker number?
31. Did you use a spell-checker or have a friend proofread your spelling and grammar?
32. Did you list at the bottom at least three reputable commentaries used (in full citation)?
Abbreviations Used to Mark Outlines (numbers refer to the points above)
AI Authorial Intent needs to be rechecked (6) NC Not Clear—ambiguous statement (16-17)
APP Application needed NP Not in the Passage (19)
EI Exegetical Idea or CPT (5-6) R Restatement needed
EO Exegetical Outline SP Sub Point (19-23)
FS Full Sentence is required (24) T Transition needed
HO Homiletical Outline TA Translate Ambiguity—no unclear words of text (17)
ILL Illustration needed TF Translate Figure—no unclear words of text (16)
6-Oct-20
MI Main Idea (same as Homiletical Idea or CPS) TL Too Long—don’t exceed 2 lines of text (26)
MP Main Point needed (2) Z Use Z1+X+Z2+Y form (2)
6-Oct-20
Homiletical Outline Checklist

(Things to include in your sermon outline before starting to manuscript your message)
19th ed. (see examples on pp. 51, 210 and an expanded outline on pp. 156-57)
Introduction: If missing then -12% (no credit for 1, 2, 5, 8, 9, and 10)
1. Does a contemporary illustration/explanation get attention on the subject and include its point?
2. Do you give 2-3 examples of how you will raise need or curiosity listed? Make this a “you” question.
3. Is a single sentence of background/setting of the text covered with: (a) the preceding verses, or (b) the
historical background, or (c) the beginning of the text to be expounded? Don’t summarize your text
here.
4. Do you single-space except between sections of the outline? Is the design of each point stated?
5. Do you correctly specify whether your direction is towards the subject (theme), MI (= CPS), or MPI?
6. Is this MI and outline exegesis true to the author’s intent? (AI = evaluate Authorial Intent)
7. Do you give a homiletical subject (relating to us)—not the subject of the EO (exegetical outline)?
Does the HO subject/MI match the EO subject/EI (correct) or is it wholly different (incorrect)? Is it a
question?
8. Is the text to be preached clearly noted at the appropriate spot? (In topical messages, give only the
first text.)
9. Does the intro avoid promising anything not given by the end? (Are the “goods delivered”?)
10. Does the preview (if used) show how many MPs are in the sermon? Is it linked to the subject?
11. Does a transition make the introduction flow naturally to the first MP by restating the subject in
parentheses?
Body and Main Points (MPs)
12. Do the MPs of the HO match the MPs of the EO? (Please edit your EO to make it consistent with the
HO.)
13. Does the message flow when you read only the key concept in the introduction (MI, subject, or MPI
intro) through preferably 2-4 MPs to the MI in the conclusion? (Don’t let MPs sound the same.)
14. Do the MPs use sequential Roman numerals (I, II, III, etc.) and the SPs use capital letters (A, B, C,
etc.)?
15. Are MPs and SPs indicative statements with a subject and complement rather than questions?
16. Do statements translate figures of speech rather than use the text’s words? (“TF”)
17. Do statements translate ambiguities rather than use the text’s words? (“TA”)
18. Does the development show major movements in the passage—especially in narrative?
19. Is there at least one real life illustration that applies for every three minutes of preaching put within the
HO?
20. Is the point and key word(s) of illustrations given (don’t just write “ILL” or “examples”)?
Form and Sub Points (SPs)
21. Are subordinate points indented from the previous level? (Don’t start or continue SPs from the far left
side.)
22. Does each point have a coordinating point (“I” has “II”, “A” has “B”; p. 61 [II.A.1.] & p. 55)? In
other words, don’t have “hanging subordinate points.” Develop the HO at least to the SP level (“A,”
“B,” etc.).
23. Does each point contribute to the SP and MP under which it appears? Is your content here really
needed?
24. Is each point one, short (“TL” = too long), active (not passive voice), clear, full sentence with one
subject and complement(s)—not just a phrase (“FS” = full sentence is needed)? Are MPs restated in
brackets (optional)?
25. Is each verse, verses, or verse portion underlined when it is to be read?
26. Are statements two lines or less in length? (Delete all unneeded words in each sentence.)
27. Does each SP & MP include its correct verse, verses, or verse portion (1a, 1b, 1c, etc.)?
28. Does the sermon address all verses/parts of the text at least in summary form?
29. Is each point of the outline numbered/lettered rather than in paragraphs, brackets, or parentheses?
30. Do you state the passage, your name and box number at the top?
31. Did you spell-check or have a friend proofread your spelling and grammar? Replace “)(” with “;”
32. Are you direct: “Love others…” (not “Believers should love others…”)? Use imperatives!
33. Are transitions between the MPs included within parentheses? Do they repeat the subject?
34. Is the whole outline on a single page? You should sum up each point in one sentence, not a paragraph.
35. Is your EO#1 attached to this assignment with improvements suggested by the teacher clearly seen?
36. Is your EO#2 attached to this assignment with improvements suggested by the teacher now corrected?
37. Is support given for your interpretation of difficult verses? (Show why you hold to your view.)
Conclusion (note in bold text)
38. Is the Main Idea stated and labeled as the MI (CPS)? Is it parallel to the EI (CPT)? Does it sum up all
MPs?
39. Is the MI (and all points) short (TL = too long) enough to be grasped by ear but still applies the text?
40. Does the conclusion review concepts in the MPs? (Avoid adding new ideas in the conclusion.)
6-Oct-20
41. Are specific examples of application developed rather than simply listed? Do listeners know specifically
what to do after hearing you preach? Do applications and the MI relate to us (not to the original
readers)?
42. Do you end with a clear exhortation to apply the MI? (Especially use stories here.)
43. Does the conclusion (and introduction) use Arabic numbers in point form? Indent them from the left.
Heading
44. Do you have a catchy title that doesn’t reveal the Main Idea so as to draw interest?
45. Is your correct sermon form at the top (cyclical inductive, simple deductive, etc.)?
46. Is the purpose (desired listener response) clearly stated at the top? Is this HO printed instead of emailed?
6-Oct-20

How To Study & Teach The Bible (Part 1)

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Biblical Interpretation

1st-6th printings (120 copies, 1st ed., May 00-Apr 02)

Biblical Interpretation and Methods

A. Course Description: What is the Teacher Doing?

This course provides a hands-on rather than philosophical approach to properly

B. Course Objectives: What Will You Learn?

1. Grasp foundations for life-changing biblical study.

b) Know the value of studying a biblical passage without dependence upon

c) Explain how the order of the Observation-Interpretation-Application

2. Observe Scripture so that no key elements are missed.

a) See why observation is important in studying the Bible.

b) Experience the joy of personal discovery while observing a text.

c) Learn to read Scripture in a proper manner with various strategies.

e) Know what to look for in a given text of the Bible.

3. Interpret Scripture to determine what God actually said.

a) Know the history of interpretation in the Church to avoid past mistakes

b) Implement rules of hermeneutics to discern the best interpretation.

d) See how grammar aids proper exegesis.

e) Gain skill in using hermeneutical principles within various biblical genres

g) Discern when OT historical figures, symbols, events, or practices are truly

h) Properly interpret parables and allegories.

i) Properly interpret OT and NT prophecy.

j) Design a topical study of several Scripture texts in a systematic way that is

k) Determine how to find and teach the main idea of a passage.

4. Apply Scripture for life-change in your life and others.

b) Explain why application is the goal of Bible study and teaching.

c) Properly apply OT laws to present believers through deriving principles

f) Use illustrations that apply the main idea of the text.

g) Teach a Scripture text or topical study using relevant teaching methods.

C. Course Requirements: What Do I Expect of You?

1. Attend at least 27 of the 30 class hours.

(1) Hendricks, Howard G. and Hendricks, William D. Living by the Book.

(2) Zuck, Roy B. Basic Bible Interpretation. Wheaton: Victor Books

3. Written Assignments (90%)

(6) Proverbs 30:18-33: Follow the guidelines of the reading in Robinson to

(7) Exegetical Ideas: Write the subject-complement statements on the

(8) Exegetical Outline: Design an exegetical outline for Colossians 4:6 in

(9) Homiletical Outline: Write a single page, full-sentence, sermon outline

D. Course Load: How Much Time Will the Course Take?

2. The breakdown for each class component:

Readings: 300 pp. x 4 min./pp. 20 hours 10% of course grade

E. Selected Bibliography: Where to Go for More Help1

1. Books Emphasizing Observation

Hendricks, Howard G. and Hendricks, William D. Living by the Book.

2. Books Emphasizing Interpretation

Berkhof, Louis. Principles of Biblical Interpretation. London: Evangelical

Brown, Jeannine. Scripture as Communication: Introducing Biblical

Carson, Donald A. Biblical Interpretation and the Church. Exeter: Paternoster,

____________ . Exegetical Fallacies. Grand Rapids: Baker, 1984. 220.6 CAR

____________ . Hermeneutics, Authority and Canon. Leicester: IVP, 1986.

Croy, N. Clayton. Prima Scriptura: An Introduction to New Testament

Dockery, David S. Biblical Interpretation: Then and Now. Grand Rapids:

____________. Foundations for Biblical Interpretation. Nashville: Broadman

Duvall, J. Scott, and J. Daniel Hays. Grasping God's Word: A Hands-on

Ellis, E. Earle. Prophecy and Hermeneutic in Early Christianity. Grand Rapids:

Erickson, Millard J. Evangelical Interpretation: Perspectives on Hermeneutical

Fee, Gordon D. New Testament Exegesis. Philadelphia: Westminster Press,

Fee, Gordon D. New Testament Exegesis: A Handbook for Students and

Fuller, D. P. The Hermeneutics of Dispensationalism. ThD, 1957. Chicago: