Connecting Sermons to the Real-Life Circumstances of the Listeners: Teaching Preaching to Student Pastors

2017·7.7 MB·English

by  Arp, Wally

CONNECTING SERMONS TO THE REAL-LIFE CIRCUMSTANCES
OF THE LISTENERS:
TEACHING PREACHING TO STUDENT PASTORS

A THESIS-PROJECT
SUBMITTED TO THE FACULTY OF
GORDON-CONWELL THEOLOGICAL SEMINARY

IN PARTIAL FULFILLMENT OF REQUIREMENTS FOR THE DEGREE
DOCTOR OF MINISTRY

BY
WALLY ARP
MAY 2017
Copyright © 2017 by Wally Arp. All Rights Reserved.
To my wife Lois
My best friend, my inspiration, my encourager
CONTENTS

LIST OF TABLES vii
ACKNOWLEDGEMENTS viii
ABSTRACT x
Chapter
1. INTRODUCTION 1
The Problem 1
Ministry Setting 4
Importance of the Study 5
Identification of the Problem 10
Project Thesis 15
2. THEOLOGICAL FRAMEWORK 18
The Scripture as the Living and Active Word of God 19
The Proclamation of God’s Word 28
3. LITERATURE REVIEW 46
Public Speaking and Audience Analysis 47
Homiletics and Audience Analysis 57
Teaching Preaching 80
Conclusion 92
4. PROJECT DESIGN 93
Introduction 93
Project Purpose 93
Methodology 94
iv
Analysis of Results 105
5. OUTCOMES 111
Introduction 111
Major Findings 112
Limitations of the Study 119
Concluding Thoughts 120
Appendix
A. Transcript of Interview with Dr. David Schmitt 123
B. Transcript of Interview with Dr. Glenn Nielsen 133
C. Transcript of Interview with Dr. Todd Jones 144
D. Transcript of Fourth-Year Student Panel Discussion 154
E. Transcript of Vicarage Supervisor Panel Discussion 167
F. Vicarage Supervisor Survey 183
G. Vicarage Supervisor Survey Results 186
H. Sample Verbatim Form 192
I. Vicar Sermon Evaluation Form 193
J. Vicar Sermon Evaluation 1 Results 197
K. Vicar Sermon Evaluation 2 Results 204
L. Vicar Sermon Evaluation 3 Results 209
M. Vicar Sermon Evaluation 4 Results 214
N. Vicar Sermon Evaluation 5 Results 219
O. Vicar Sermon Evaluation 6 Results 224

v
BIBLIOGRAPHY 229
VITA 232

vi
TABLES
Table 1: Summary of Preus’ Metaphors 38
Table 2: Vicarage Supervisor Audience Analysis Questions 96
Table 3: Age and Gender of Evaluators 98
Table 4: Instructional Module Topics 99
Table 5: Lesson Plan Outline 99
Table 6: Demographics Lesson Plan 100
Table 7: Congregational History Lesson Plan 101
Table 8: Congregational Ministry Lesson Plan 102
Table 9: Homebound and Hospital Visitation Lesson Plan 103
Table 10: Pastoral Interaction Lesson Plan 105
Table 11: Date of Sermon and Percent Evaluations Completed 106
Table 12: Positive Interaction Prior to Sermon 106
Table 13: Positive Impression of Relating Meaning of the Biblical Text 107
Table 14: Positive Impression of Illustrations and Applications 108
Table 15: Overall Positive Impressions of Connectedness 109

vii
ACKNOWLEDGEMENTS
I never imagined myself setting out on the adventure of this academic
achievement but once the destination appeared on the horizon there were many who
made my arrival possible. A note of gratitude is in order.
Dr. Jeffrey Arthurs, my thesis-project supervisor, offered the perfect mix of
accountability and encouragement. At a PhD class I audited as part of my project I met
several of his past DMin students. All of them described him as “the best.” I concur. His
gentle, yet firm, direct guidance brought me successfully to the conclusion. Dr. Glenn
Nielsen, Director of Vicarage and homiletics instructor at Concordia Seminary, St. Louis,
MO, took a personal interest in my project and me. As a vicarage supervisor, I had
known him for fifteen years on a formal basis. His willingness to advise me resulted in a
project that was useful to me and possibly to other supervisors in the vicarage program.
We also developed a friendship, which is an even greater blessing.
The members of my cohort were a delight on the journey. Michael Allen, Holgie
Choi, Troy Gahman, Chinsoo Kim, Daniel Lee, Dongjin Lee, Seung Geu Lee, Eliezer
Ramos, Steven Jhu, Willy Tan, and Sanggyu Jun graciously accepted the “old man” in
the group and made the residencies something to which I looked forward.
The members of St. Luke’s Lutheran Church encouraged me from the outset.
Hardly a Sunday went by when someone didn’t ask me “How’s your doctoral work
going?” Many were in prayer for me throughout the process. Two members provided
financial gifts to cover the cost of my travel and books for the project. Thank you!
Special thanks to my ministry team is in order: Rev. Gary Schuschke, Rev. Brian
Roberts, Vicar Michael Hansen, Vicar John Elliot, Vicar Lawton Thompson, Rhonda
viii
Betteridge, Megan Skelton, Jim Coe, Peter Prochnow, Steven Lehenbauer, Nikki Rach,
Jill Mudge, Susan Hanas, and Rod Jackson. I’d be remiss if I did not acknowledge my
assistant Sherri Mang who kept my life in order at work so I could finish this journey.
You are all brothers and sisters in Christ and a gift from God.
My parents, the Rev. Dr. Gary Arp and Marjorie baptized me and brought me up
in the faith. I learned clearly from childhood what it meant to be saved by grace alone
through faith alone. They have always encouraged me without pressuring me. Their
prayers and support are invaluable. My children and their spouses, Sara and Taylor
Patton, Elizabeth and Brian Kent, Jonathan and Gabriela Arp, and Matthew and his
girlfriend, Tara are all inspirations to me in their own lives and careers. They supported,
encouraged and prayed for me throughout the process.
My wife Lois did not know she was going to be a pastor’s wife when we met and
married, but a better partner in ministry I cannot imagine. Her quiet faith is the engine of
our marriage and family. She has loved me unconditionally, parented our four children
winsomely, and is grand-parenting our six grandchildren passionately. She has been a
professional role model to me in her pursuit of excellence as a mathematics teacher for
thirty-seven years. Her patience and cheerleading made completion of this milestone a
reality. I love you more …

ix
ABSTRACT
This study offers a mentoring model for intentionally teaching audience analysis
to seminary students during their one-year internship (vicarage) in the Masters of
Divinity program at Concordia Seminary, St. Louis, MO. An intern (vicar) was given
instruction on incorporating various components of audience analysis into his sermon
preparation. Evaluators from the congregation rated how effectively the vicar’s sermons
related to their real-life circumstances. The evaluators experienced improvement in the
vicar’s ability to connect his sermon to their lives. Intentional teaching in audience
analysis as part of sermon preparation increases the preacher’s ability to deliver the Word
of God effectively. Supervisors of vicars should consider implementing intentional
teaching in audience analysis as part of their mentoring regimen.
x