A Sermon Development Model


A SERMON DEVELOPMENT MODEL
prepared by Robert J. Young

This model is designed to allow a student in a one-week class to experience a sermon development process similar to that required in ministry. This model assigns specific activities each day. These activities are designed to move toward the completion of the sermon at the end of the week.
Following is an explanation of in-class and written exercises. It is understood that some of the activities outlined may be completed in class, but that much of the required assignment will be completed by the student as a part of the homework for the class.

Monday
Each student will choose or be assigned a biblical topic or text. If the assignment is a topic, the student should choose a text or texts which will be used to address the topic.
The student should familiarize himself with the text, its context, and survey the materials (biblical and extra-biblical) available for research and development.

Tuesday
The student should complete preliminary exegesis and sermon construction (purpose, outline, form, etc.) The student should consider the issues, applications, and audience considerations.

Wednesday
The student should finish exegetical considerations, determine the shape of the message of text, and select sermon detail including basic outline and general content under each point of the outline.

Thursday-Friday
The student should finish sermon development. In the class model, only an outline of the sermon will be required for presentation in the Friday class session.

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The student is expected to follow the above schedule, make notes to document work, and be ready on Tuesday or Wednesday to report the current status of research and sermon development. Each student will present (orally) exegetical considerations, issues, and possible sermon strategies to the class on Thursday or Friday. No written document is required for the in- class presentation, but each student will be expected to lead the class in a discussion of the issues and possible sermon approaches growing out of his text.
The student is reminded that the absence of a written document does not free him from the obligation in the syllabus to present his exegetical work and possible sermon strategies in written form. This written document is 50% of the grade in the class. Exegetical considerations will likely run to at least 6-8 pages, depending upon the texts. A minimum of three one-page sermon strategies may be substituted for one well-developed sermon outline which includes at least a purpose statement, introduction (typescripted), subject sentence, parallel major and minor points, illustrations with purpose and type noted, and a conclusion.


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Last updated March 21, 2001.