Without belaboring the point, it must include context, background, words, grammar, discourse, genre, canon; i.e., the basics. But it must be more than mere “information gathering.” The key word in all this study is “significance.” It is never enough to merely parse a verb or discover a fact. The question must be asked, “Why does this matter?”

We should write that question in the margins of every set of notes we produce. We must force ourselves to have a solid explanation of why something is important. It’s one thing to note that Elijah “went ‘east of Israel’ and ‘was fed by ravens’.” It’s quite another to recognize the truth that God has sent him out of the land to be fed by unclean birds as a statement of God’s disengagement with His people.

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First, we slow down. Second, we actually study. And, as a part of that study, we ask the question of “significance.” Then we will have to see connections. How does this information lead to that application? Or, how does this word lead to that metaphor?4 The image that comes to mind is “drawing lines.” Can I draw a line from that story/metaphor/illustration to the text? Can I show where in the text that idea found its origin?

In some ways this can’t be taught; but it can be caught. Therefore listening to sermons and analyzing their inductive elements is an invaluable exercise. We should not only recognize the various elements, but attempt to trace them back to their origin in the text. In other words, practice “drawing lines” of connection.

We might also benefit from “mutual critique” of our sermons. Other staff, or area ministers, might serve as “critics.” We can ask about placement of illustrative materials. Did they fit? Were they appropriate? Where in the text did they find their origin? We can ask why a particular metaphor might have been a great choice and why others might not have been so helpful.

At a more practical level, we need to learn to be selective in our searches (websites, illustration services, etc). To use a “text-driven” search before using a “topic-driven” search will help. By looking for “Revelation 1:4-6” in the search we discover what others have seen as potential connections to this text. This practice will at least keep us thinking textually.

These steps will help us concentrate on the text. If we concentrate on the text, chances are better that our sermon will reflect the text. If the sermon reflects the text, the odds are greater the listener will be drawn back to the text instead of to the preacher. If the listener remembers the text, the probability is they will begin to be shaped by the text. If the text is allowed to shape the listener, the possibility is enhanced that the listener will look more like the author of the text. For that reason, helping a listener see, feel, and grasp the text is worth the effort.

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Chuck Sackett is Professor of Preaching at Lincoln Christian Seminary, Lincoln, IL.

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