John R. W. Stott gave this advice on constructing the sermon outline in chapter six in Between Two Worlds: There must be structure to subordinate our material to the theme of the sermon. One danger is a too-prominent outline like the protruding skeleton of a starving prisoner of war.
Double or triple alliteration of main points is an example. For example, check out any of John Phillips’ commentaries. He has great content but you get lost in the detailed doubled alliterated outlines with sub-divisions five deep. This speaks of another danger which is the artificiality of outline.
So far we have discussed three of the seven steps in preparing a sermon:
Step One: Choose the Passage
Step Two: Study the Passage
Step Three: Choose the Main Point of the Sermon
After determining the one action the passage demands, you will phrase that one demand into the MPS (Main Point of the Sermon). You can read the post on Reduce the Sermon to One Sentence. Now we are ready to construct the outline or develop the MPS.
Step Four: Construct the Sermon Outline
Fill out the How/Why Worksheet
Having studied your passage, list the steps Why the MPS can be performed found in the text, which will fall under the Why section. Using Why in the interrogative will be followed by the words Because of these reasons in the Transitional sentence.
Then list the steps of How the MPS should be performed found in the text which will fall under the How section. Using How in the interrogative will be followed by the words By taking these steps in the Transitional sentence.
MPS
________ _______ _______ _______
Subject Ought Word Active Verb Object
Interrogative Sentence: WHY?
Transitional Sentence: Because of the following reasons...
1. Because
2. Because
3. Because
4. Because
5. Because
Interrogative sentence: HOW?
Transitional Sentence: By following these steps...
1. By
2. By
3. By
4. By
5. By
Select the keywords “reasons” or “steps.” You can add variety here by using other synonyms for reasons, such as “justifications” or “motivations.” You can use synonyms for steps, such as “methods,” “ways,” and “means,” which better develop the MPS in your text.
When writing out your main divisions, the following instructions should be followed.
1) Main divisions should be comprehensive, i.e., cover all the verses in that main division.
2) Main divisions should be parallel. See letter c).
a) Not necessarily alliterated
b) Alliteration sometimes sounds artificial and forced. Alliteration can blur the true meaning.
c) If you chose reasons for developing your MPS, then your main divisions will begin with “Because” as in the example below and this will make your divisions parallel. If you chose steps for developing your MPS, then your main divisions will begin with "By" and be parallel.
3) Main divisions should be mutually exclusive (a unit in itself and not overlapping another point).
What is wrong with the example below, and how can it be fixed?
Main division I verse 1: Because God saves by grace
Main division II verses 3-5: By receiving Christ by faith
Main division III verses 5-6: Because works follow salvation
4) Main divisions should be phrased with force (like the MPS)
a) Action verb and not a state-of-being verb
b) Active voice, not the passive
c) Affirmative and not negative
Jim Shaddix and Jerry Vines elaborate on “Designing The Structure” in chapter six of Power in the Pulpit. These authors prefer “sermon design” to sermon outline and “divisions” over “main points.” If you are using the main point of the sermon or MPS with your audience, “main divisions” instead of main points will be less confusing for your listeners.
What would be even better than main divisions in preaching to your congregation would be to say, for example, “My next method is ….” if you are using How in your interrogative. You could also say, “My next reason is …” if you are using Why in your interrogative.
In Chapter 7, Step 3: Construct an Outline, Tony Merida gives beneficial pointers (Merida, Tony. Faithful Preaching, B&H Publishing. Kindle Edition, 87). Tony Merida gives ten different approaches to sermon outlines. We are learning and mastering one method for now. In other classes, we learn new styles based on this basic homiletical style.
The following is an example from Ephesians 1:4-14.
Notice that everything flows to the MPS and then everything flows out of the MPS.
Introduction:
Attention Step (concerning the MPS)
2. Interest Step (concerning the MPS)
3. Introduce the Subject Step (concerning the MPS)
a) Theme of the book
b) Development of the theme
MPS: We must praise God for His salvation blessings
Interrogative sentence: Why must we praise God for His salvation blessings?
Transition sentence: We must praise God for His salvation blessings for the following reasons (reasons is the keyword):
I. Because God the Father chose us (Eph. 1:4-6)
II. Because God the Son redeemed us (Eph. 1:7-12)
III. Because God the Holy Spirit sealed us (Eph. 1:13-14)
A. The Sealing of the Holy Spirit happens after we hear God’s Word (v. 13a)
B. The Sealing of the Holy Spirit takes place when we believe (v. 13b)
C. The Sealing of the Holy Spirit guarantees our future redemption (v. 14a)
D. The Sealing of the Holy Spirit should cause us to praise God (v. 14b)
If you preach this entire passage, these sub-points do not need to be stated as sub-points. Cover them as you preach these verses, or your people will get lost in the outline. Do not have too many sub-divisions of sub-divisions.
The Three-fold Prediction Pattern in Mark, if preached in a three-part series on Discipleship, would show others how to look for significant patterns in Scripture.
First Prediction of Christ’s death (8:27-38)
MPS: Believers must grow as disciples
Interrogative statement: Why?
Transitional sentence: Because of the following reasons
Because of the example of Christ (The Prediction: 8:27-31)
Because of the example of the disciples (Disciples’ slow response: 8:32)
Because of the instruction of Christ (Jesus’ First Discipleship Lesson: 8:33-38), Disciples deny themselves in following Jesus
Second Prediction of Christ’s death (9:30- 31)
A. The Prediction (9:30- 31)
B. Disciples’ slow response (9:32-34)
C. Jesus’s Second Discipleship Lesson (9:35-37): Disciples serve others in following Jesus
Third Prediction of Christ’s death (10:32-45)
A. The Prediction (10:32-34)
B. Disciples’ slow response (10:35- 41)
C. Jesus’ Third Discipleship Lesson (10:42-45): Disciples humble themselves in following Jesus
Transitions between the Main Divisions are Important
Vines and Shaddox have a great section on transitions between main divisions in Power in the Pulpit (pages 168-171).
Consider the lead-in sentence from Colossians 2:8–23 outlined in the discussion of the keyword method (p. 202), along with some possible transitional sentences between each point.
Lead-in: In this text, the Bible reveals four false substitutes for Christ that people embrace. Our Transitional Sentence is the Lead-in Sentence.
The first false substitute noted by Paul is …
1. Intellectualism (vv. 8–10)
Transition: In addition to intellectualism, another false substitute for Christ is …
2. Ritualism (vv. 11–17)
Transition: The next false substitute for Christ mentioned in this text is …
3. Mysticism (vv. 18–19)
Transition: The final false substitute for Christ discussed in this passage is …
4. Legalism (vv. 20–23)
Vine and Shaddix give five suggestions for improving your transitions on page 170. I am only emphasizing number 3.
1. Inconspicuous
2. Simple
3. Smooth
4. Varied
5. Brief
Under number 3, "Smooth," they write:
Practice vocalizing your transitional statements between each point. This exercise will help you test the structure of your outline. If your points follow a logical sequence, movement from one point to another should be smooth. If you encounter trouble connecting each major point, you may need to revisit your transitions and possibly even your outline.
I would add that going over your entire sermon orally will not only help with the transitions but will help with any other rough part that you are struggling to express. We have all said, "I know what I want to say, I just can't put it in words." The reason we can't put our thoughts into words is that the thoughts are still not clear in our thinking.
Once we rethink or study again the verses or text and it becomes clear in our thinking then we will be able to clearly preach that truth to our people. Orally going over your rough draft will surface these still unclear parts of our sermon. You can start orally going over your explanation, argumentation, illustrations, and applications.
The Benefit of Constructing the Sermon Outline
One of the many benefits of constructing outlines for your people to follow when you preach is stated by Tony Merida:
The sermon outline will also teach your people how to study the Bible on their own, as they see how your points relate to the text at hand (Merida, Tony. Faithful Preaching, B&H Publishing. Kindle Edition, 89). I agree. Here are some examples of teaching your people how to study the Bible as you preach.
In Galatians 3-4, Paul gives his doctrinal response and defends justification by faith. Paul gives six arguments. Each argument can be a sermon.
The first is an argument from experience in 3:1-5 which he presents with six questions. Each question is a main division in your sermon.
His next argument is from Scripture in 3:6-14 which he presents with six OT quotes. Each quote is a main division in your sermon. Paul changed his style when he changed his argument. We just taught our people how to read and study Paul’s letters.
By showing how Mark uses three geographical locations to highlight his divisions of Mark, you show your people how to identify significant locations in their Bible study, which, in this case, become the divisions of the book.
In Galilee, Jesus the Son of God Makes Disciples with the Multitudes (1:14-8:21)
On the way to Jerusalem, Jesus the Son of God Makes Disciples with His Disciples (8:22-10:52)
In Jerusalem, Jesus, the Son of God, Makes Disciples in the World (11-16)
In the next post, I will discuss Step 5: Develop the sermon outline. Step 5 will take a lot of time on the four rhetorical processes: Explanation, Argumentation, Illustration, and Application.