Central Bible College
PR-303 - Homiletics
II
COURSE
SYLLABUS
Office Phone: 833-2551 (Ex.
1150)
Cell Phone:
224-5325 (emergencies)
Office: Welch
134
E-mail: DArnett@cbcag.edu
Web Site
www.DavidArnett.com
Mission
Statement
Central Bible College has been established for the purpose of
training ministers and missionaries.
Central Bible College is an Assemblies of God institution of
higher learning having a Bible-centered curriculum designed to
educate and train ministers, missionaries, and Christian workers to
serve the Lord Jesus Christ in and through the local
church.
Course
Description
This course is designed to provide practice
in preparation and delivery of sermons with class critique and
assessment taking up a major portion of the course. Attention will also be given
to the development of rhetorical skills. Prerequisites: SP-102 Public
Speaking, BI-243 Hermeneutics I, and PR-302 Homiletics I.
Course
Objectives
As a result of his experiences
in this course, the student should be able
to:
1.
Demonstrate mastery of the skills necessary for writing and
preaching anointed, Bible-based
sermons.
2.
Integrate sound hermeneutical and homiletical principles in
designing expository, textual, and topical sermons and the
variations of these basic sermon types.
3.
Preach
Biblical sermons characterized by spiritual insight, relevancy, and
organizational clarity.
4.
Utilize
effective techniques of communication and
rhetoric.
5.
Extend
clear invitations to secure definitive audience response and
carry-over.
6.
Analyze
sermons presented by others for the purposes of learning and
personal improvement.
7.
Practice constructive self-critiquing of sermon preparation,
content, and delivery for the purposes of personal growth and
development.
Course
Textbooks
Required:
&
Chapell, Bryan. 1994. Christ-Centered Preaching:
Redeeming the Expository Sermon.
Grand Rapids, Mich.: Baker Book House. First or Second
edition.
&
Any
translation of the Holy Bible (no paraphrases).
Recommended:
&
McDill,
Wayne V. 1999. The Moment of Truth: A
Guide to Effective Sermon Delivery.
Nashville, Tenn.: Broadman & Holman
Publishers.
Course
Requirements and Outline
The requirements for PR-303 are as
follows:
Unit 1 -
Jan. 13-Feb. 3 - Class Notes & Textbook
Reading
During the first unit, the
student shall take detailed notes over class lectures. He or she shall also be
required to read pages 36-48 and 263-339 of Bryan Chapell’s Christ-Centered Preaching:
Redeeming the Expository Sermon. Upon the completion of this
unit, the student should be able to:
1.
Give
reasons why sermons must have unity (Chapell,
36-37).
2.
State the foundation questions
of an expository sermon (Chapell, 37-38).
3.
Explain how a preacher
determines the purpose for the biblical passage and the sermon
(Chapell, 40-42).
4.
Define “Fallen Condition Focus”
(Chapell, 42).
5.
State the function of the
“Fallen Condition Focus” (Chapell, 42, 263).
6.
Explain how to determine the
“Fallen Condition Focus” (Chapell, 42-44 and
264-265).
7.
Contrast a “lecture” and a
“sermon” (Chapell, 47).
8.
State the danger of providing
information without application (Chapell, 48).
9.
Clarify the function of each of
the following:
a.
Theme (Chapell,
266).
b.
Introduction (Chapell,
266).
c.
Proposition (Chapell,
266).
d.
Main
Points (Chapell, 266).
e.
Explanation and Illustration
(Chapell, 266).
f.
Conclusion (Chapell,
266).
10.
State how sub-Christian
messages may appear in preaching (Chapell,
267-268).
11.
Explain how preachers can
infuse the redemptive essentials into every sermon without
superimposing ideas that are foreign to the biblical passage
(Chapell, 269-270).
12.
List
three ways an expositor may uncover a redemptive focus that remains
true to a biblical passage (Chapell, 274-275).
13.
List
four redemptive foci that may be found in every biblical passage
(Chapell, 275-280).
14.
Describe what type of preaching
creates a human-centered faith without Christian distinctives
(Chapell, 279).
15.
Describe what happens when
sermons are not redemptively focused (Chapell,
280).
16.
List
three categories into which sermons may fall when they exhort people
to “be” something in order to be blessed (Chapell,
281-284).
17.
State the implication of “be”
sermons (Chapell, 284).
18.
Give
two reasons why redemptive sermons are difficult to develop
(Chapell, 289).
19.
State two inappropriate
approaches for preachers when seeking to find Christ-centered,
redemptive truths in a passage when it seems to present none
(Chapell, 292).
20.
Describe how a preacher can
prevent a message from degenerating into human hero worship
(Chapell, 295).
21.
Explain why theocentric
preaching inevitably becomes Christ-centered (Chapell,
296).
22.
List
two hurdles that preachers must clear to maintain a natural
expression of urgency as they deliver their sermons (Chapell,
313).
23.
Contrast what listeners
remember when a speaker is poor with what they remember when the
speaker is good (Chapell, 315).
24.
Give
a quick key to remember regarding vocal delivery (Chapell,
316).
25.
Describe the mistake beginning
preachers make regarding proper volume for their message (Chapell,
317).
26.
Describe how a preacher should
move his body when using a pulpit microphone (Chapell,
317).
27.
List
the three types of monotone (Chapell, 317).
28.
State the best way to break all
forms of monotones (Chapell, 318).
29.
Describe how the best speakers
use expression, pace and pauses (Chapell,
318).
30.
Detail how to deal with
nervousness (Chapell, 318-319).
31.
State the importance of
gestures (Chapell, 319).
32.
Explain the effect of preachers
who are too tied to their notes (Chapell,
319).
33.
Describe how gifted speakers
use eye contact (Chapell, 320).
34.
Explain why facial expressions
are important when preaching (Chapell, 320).
35.
Describe “natural” hand
gestures (Chapell, 321).
36.
Explain what Chapell means when
he says, “Gesture concepts and sentences, not words and syllables”
(Chapell, 321).
37.
Identify the times when
gestures get preachers into trouble (Chapell,
322).
38.
Describe the most natural
posture when someone has something important to say (Chapell,
322).
39.
Describe the posture of a
person who is obviously nervous (Chapell,
322).
40.
State what is conveyed by a
speaker who takes steps backward (Chapell,
323).
41.
Identify the effect on the
audience when a preacher uses poor grammar, slurred speech and
strange mannerisms (Chapell, 323).
42.
Explain what Chapell means when
he writes, “let earnestness be your eloquence” (Chapell,
323).
43.
State a rule for a preacher’s
clothing that may be gleaned from Romans 14:13; 1 Corinthians 8:9
(Chapell, 323).
44.
Important: Define “plain style”
as it applies to preaching (Chapell, 325).
45.
Explain how a skilled preacher
responds to the “canoeing tendencies” of an audience (Chapell,
327).
46.
Define “courageous preaching”
(Chapell, 328).
47.
List
eight guidelines that will enhance the public reading of Scripture
(Chapell, 337-339).
48.
Define each of these as they
relate to Homiletics (Class Notes ):
a.
Topical sermons
b.
Textual sermons
c.
Expository
sermons
d.
Proposition of
Obligation
e.
Proposition of Ability
f.
Proposition of Value
g.
Proposition of Analysis
h.
Proposition of
Rectification
i.
Proposition of
Clarification
j.
Sermonic Interrogative
k.
Key
Word
l.
Deductive Sermons (attorney
approach)
m.
Inductive Sermons (detective
approach)
n.
Combination Inductive/Deductive
Sermons
o.
Transitional sentence
p.
Hortatory Statements (i.e.,
“make urgent appeals”)
q.
Summary Sentence
r.
Illustrations (analogies &
anecdotes)
s.
Jargon
t.
Colloquialisms
49.
Define each of the following as
they relate to public speaking (Class Notes):
a.
Connection
b.
Gestures
c.
Posture
d.
Pitch
e.
Punch
f.
Pause
g.
Filler words
h.
Aspirations
50.
Describe how to best structure
sentences for effective oral communication (Class
Notes).
51.
Explain how dress may affect
the impact of a sermon (Class Notes).
52.
List
three critical questions that need to be answered when determining
the meaning of a passage (Chapell, 100).
53.
List
three critical questions a preacher should answer when determining
how to relate the meaning of a passage to a congregation
(Chapell,
101).
54.
Identify those to whom
preaching is directed (Chapell, 102-103).
55.
State the two obligations of
the biblical expositor (Chapell, 104).
56.
Define each of
following:
a.
Exegesis (Chapell,
105).
b.
Pinpoint exegesis (Chapell,
105).
c.
Comparisons (Chapell,
105).
d.
Outlines (Chapell,
106).
e.
Grammatical outlines (Chapell,
106).
f.
Mechanical layouts (Chapell,
107).
g.
Independent clauses (Chapell,
107).
h.
Dependent clauses (Chapell,
107).
i.
Conceptual outlines (Chapell,
108).
57.
Contrast the exegetical outline
with the homiletical outline (Chapell, 112).
58.
Contrast the order of thought
as frequently used by a writer as opposed to the order used by a
speaker (Chapell, 113).
59.
Define “exhausting the text”
(Chapell, 114).
60.
Explain what is involved in
“stating” and “placing” (Chapell, 117).
61.
Define each of the
following:
a.
Restatement (Chapell,
118).
b.
Repetition (Chapell,
118).
c.
Narration (Chapell, 119).
d.
Definitions
(classification, synonym, contrast, comparisons, examples) (Chapell,
119-120).
Unit 2 - Feb. 6-March 29 - Textual Sermon (33%)
& Reading
During the second unit, the
student shall be required to prepare a textual sermon and read pages
50-157 of Bryan Chapell’s Christ-Centered Preaching:
Redeeming the Expository Sermon. Upon the completion of this
unit, the student should be able to:
1.
List
seven principles for outlining sermons (Chapell,
132-138).
2.
Define each of the following as
they relate to sermon outlines:
a.
Alliteration (Chapell,
135).
b.
Assonance (Chapell,
135).
c.
Rhyme (Chapell,
135).
d.
Rhythm (Chapell,
135).
e.
Pictorial pattern (Chapell,
135).
3.
Describe the function of a
sermon’s proposition (Chapell, 139).
4.
Explain why propositions should
be stated broadly (Chapell, 140).
5.
Contrast a sermonic proposition
and the theme of an essay (Chapell, 140).
6.
Explain the importance of
including both instruction and application in a proposition for an
expository sermon (Chapell, 140-141).
7.
Describe each of the following
forms of propositions:
8.
Consequential form (Chapell,
142).
9.
Conditional form (Chapell,
142).
10.
Explain the how to word a
universal truth so that it is hortatorical (Chapell,
142-144).
11.
Explain Chapell’s use of
F-O-R-M (Chapell, 156-157).
12.
Give
a technical definition for “illustrations” (Chapell,
164).
13.
Contrast quotations, allusions
and examples with illustrations (Chapell,
164).
14.
Explain why a preacher must use
illustrations (Chapell, 166).
15.
Give
two wrong reasons for using illustrations (Chapell,
167).
16.
List
the seven findings of Clyde Reid’s survey of religious professionals
(Chapell, 168).
17.
List
the six findings of Ruel Howe’s survey of laypeople (Chapell,
168).
18.
State what increases with
greater sensory involvement (Chapell, 169).
19.
Give
examples of preachers who “turned the ear into the eye” (Chapell,
170).
20.
List
nine catch phrases that are used in the communication disciplines to
indicate that it is important to promote understanding through
experience (Chapell, 172).
21.
State what preachers “must
hear” (Chapell, 173).
22.
List
five things that illustrations can do (Chapell,
174).
23.
Describe Jesus’ method of
communicating (Chapell, 175).
24.
Define “Haggadah” and “Halakah”
(Chapell, 175).
25.
Identify the main literary type
found in Scripture (Chapell, 176).
26.
Explain the phrase “take a
slice out of life” (Chapell, 179).
27.
Describe what a preacher should
do if using a historical event for an illustration (Chapell,
181).
28.
State Dawson C. Bryan’s view of
illustrations (Chapell, 181).
29.
List
the components of a story illustration (Chapell,
182).
30.
Describe how to introduce an
illustration (Chapell, 182-183).
31.
Explain how to mine the wording
of the sub points for terms to use in telling an illustration
(Chapell, 186).
32.
Define “crisis” (Chapell,
187).
33.
Name
the two elements of illustrative conclusions (Chapell,
188).
34.
State how the preacher relates
the illustration back to the explanatory point (Chapell,
188).
35.
State when mass-communication
studies have indicated it is best to use an illustration (Chapell,
190).
36.
Describe the narrative sermon
(Chapell, 191).
37.
Describe the “most important”
discovery system for illustrations (Chapell,
194).
38.
State when a preacher should
write down an illustration (Chapell, 195).
39.
Summarize the mistake preachers
make when they assume that by providing biblical information is
sufficient (Chapell, 199).
40.
Define “application” (Chapell,
199).
41.
Give
the two questions the application should answer (Chapell,
200).
42.
List
four key questions preachers should answer through applications
(Chapell, 204).
43.
Define “instructional
specificity” (Chapell, 204).
44.
Define “situational
specificity” (Chapell, 206).
45.
Name
the two categories beginning preachers often fall into when it comes
to applications (Chapell, 206).
46.
Specify which applications are
true to the goals of expository preaching (Chapell,
207).
47.
State what preachers must not
neglect when telling people what they must do (Chapell,
209).
48.
Outline the components of an
application (Chapell, 212-213).
49.
Clarify when an application is
more likely to apply to an entire application (Chapell,
214).
50.
State that which solid
application requires (Chapell, 216).
51.
Name
two things application requires (Chapell,
216).
52.
Identify what preachers fear if
they are specific in their applications (Chapell,
216).
53.
State that with which preachers
are charged (Chapell, 217).
54.
List
and explain seven tools that preachers can use to overcome
application’s breaking point (Chapell,
218-222).
55.
Summarize the attitudes of
application (Chapell, 223-224).
TEXTUAL SERMON
Utilizing the Keyword Pattern
(a.k.a. the foundational pattern), the student shall carefully
prepare and preach a Bible-based Textual Sermon. In a textual sermon, the
proposition and main points are drawn from the text (usually only a
verse or two in length) while the sub-points may be drawn from other
parts of the Bible.
Development for this sermon may be deductive, inductive or a
combination. Special permission must be
obtained to utilize a different proposition or pattern.
a.
IMPORTANT! It is essential the student be
prepared to preach on the day he/she is scheduled. The calendar is tight and
re-scheduling will not be possible except for genuine
emergencies. Failure to
preach on the assigned date will result in a “0.” A schedule will be
distributed in the early part of the semester.
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