Preparing Sermons
Outlines
Having briefly examined the three basic types of sermons, we turn attention to the sermon outline. You may have the unique ability to memorize your sermon, or at least to memorize the outline. If so, that is great. Most of us have to rely on notes, at least to some extent. But whether you speak entirely from memory, or write out everything and read it word for word, or do something in between, you still need an orderly presentation -- and that requires orderly preparation.
The first thing in an outline is the title. You will do well to try to capture the entire thought of your lesson in one word, or a phrase or sentence, and let that be the title of your sermon. You may not see the title clearly until you have completed the outline and made the lesson part of your thinking. The title may simply be the text that will be the subject of your exposition. If you are discussing a topic, then the topic itself can be the title. If possible, the title should be interesting, calling attention to what the audience is about to hear. It might even be catchy, but perhaps it should never be funny or sensational or crude. We are teaching the Word of God; let us maintain dignity in all areas of our work.
The outline then begins with an introduction to the sermon. Here we use a few well-chosen words to gain the attention of the listeners and to arouse their interest in the lesson. The introduction is vital, for if you do not have the audience with you from the outset you may never get their attention. Use simple sentences that can be understood, and move directly toward the text or the topic to be discussed.
The bulk of the lesson, usually called the body, consists of major points you wish to make, each one of those points probably including sub-points. It is my experience that two to five major points is the best range for most lessons. In my outlines these major points begin at the left margin and are numbered 1., 2., 3., 4., etc. You may choose Roman numerals (I., II., III., IV., etc.) The sub-points are A., B., C., D., etc., and they are indented (I use 2-space indentations). Under those points would be 1., 2., etc., and under those would be a., b., etc. To avoid complexity you probably do not need to go further in making sub-points, but if needed, you can use 1), 2), etc., and then a), b), etc. Try to condense the thoughts and points into a few words which will serve as reminders to you. Then, as you speak, you can glance down and see words that quickly expand in your mind into the full set of information you want to present. If you speak entirely from memory you still need the outline as the basis of your sermon.
This body of the sermon is the major part of the lesson. Be sure to see that every point actually makes a point, and endeavor to move smoothly from one part into the next. If the transition from point to point is jerky or illogical you may lose the audience because you will make them uncomfortable and they will lose interest. In preparing the sermon and in making the outline, spend much time (and prayer of course) in keeping the subject in view and in moving toward the desired conclusion. Ask yourself, "What do I want these people to know and believe and do when I get through speaking to them?"
The sermon ends with the conclusion, and perhaps in most cases it should not be too far from the introduction. Did you ever hear a man who just did not know how to quit? He cannot seem to wrap it up and turn loose! But that time has to come, and the conclusion needs to brief and pointed. If there is a short summary, be sure it is a summary and not a repeat of the lesson. Whatever the subject of the sermon, you can show that lost sinners need to turn to the truth and the Savior. You can list a couple of references, or you can just write H/B/R/C/B/F to remind you to tell the lost they need to hear, believe, repent, confess Christ, be baptized, and then be faithful. Encourage them to come, then stand and sing.
At the bottom of my outlines I list the references I used in my study. This includes preachers I have heard or from whom I have read, and any books that gave points or ideas. Later, if I wish to use that outline for a lesson and feel the need to do more research I will not waste time going to sources I already have consulted. Also it is a way of giving credit where credit is due. Lord willing, see you in June! - Derrel Shaw