As a mentor to new preachers—intern pastors and intern deacons—I have been privileged to guide these new leaders through the process of sermon preparation.
Their questions, such as “Why do you …?” or “How do you …?” prompt me to reflect on my own processes and remind me of the grace I received while learning.
Exploring the craft of preaching with students has been a rich learning experience and has made me a better preacher. Creativity is always a key element, but having a process in place serves as a foundation for crafting a sermon that resonates with the experiences of the people of God.
“Where do I start?”: Identify core message
First, I encourage students to delve into the scripture appointed for them (ideally in the original language) and to allow a day for the Word to take root in their hearts and minds. What is the narrative? Who are the characters? What is the core message? What words resonate? What emotions does the reading evoke? This process helps to establish a connection with the scripture, which is crucial for meaningful preaching.
Then, I encourage new preachers to read what others have written, both commentaries and sermons, which can spark a train of thought. I also remind students that sermons are not—at their heart—teaching times. While proclamation may include some teaching to lead to a connection between the Word and the listener, this is not the time to share every piece of information this part of the process has yielded. I find this to be one of the biggest challenges in mentoring a new preacher, as they are eager to share everything they have learned through their preparation!
I encourage students to ask, “What is happening in the world/community/church?” How might their preparation shed light on the current context?
“Now what?”: Get it out of your head
Getting started can be daunting. My advice is to sit down and write. Students find that once the physical task of writing begins, the ideas and words start to flow. While you may end up with more words than you need, at least there is a draft to fine-tune.
As a listener, I hope to be pulled quickly into what a speaker offers. I encourage new preachers to craft an introduction to capture attention and set the stage for what will come. Stories can be helpful if they connect clearly to the scripture and the sermon’s central point. Personal stories can be compelling, but I recommend using them judiciously. Similarly, I always suggest that the preacher use “we” much more often than “I” or “you” in the course of the sermon. This isn’t about just the preacher, nor do we want to give the sense that we rise to preach and tell others what they ought to be doing as the people of God.
If the exegetical portion of the sermon lays a good foundation—related to the learning the student learned and lifting up what they noticed—that is a good start. What I call the “So what?’ of the sermon is also vital. Why does this matter to us, the people of God gathered here today? How will we apply it to our lives once we leave worship? How can this Good News transform the world?
“Am I ready?”: Delivery matters
Writing is but one piece of the process. Delivery matters, and getting comfortable preaching takes time and practice. I encourage students to step into the worship space and preach—to an empty room, to their mentor, or to another trusted person. Hearing ourselves can help us shape the message, as sometimes words take on new meaning and nuance when we experience them aurally. Having someone else listen can give a sense of pace, et cetera, which can be helpful.
I have also learned that my way of preaching may not be the best fit for all. That seems obvious, perhaps, but we preachers can become so accustomed to our style that we think it is the “best.” Letting new preachers try out different methods helps them learn and grow.
Will they use a manuscript or bullet points? Whatever they use, I remind them that eye contact is essential. Who might they notice who is visibly engaged with the sermon? How can they draw energy from that at the moment?
I am a “stand in the pulpit” preacher 95% of the time. However, others might find that a peripatetic model works for them. The new preacher won’t know what works best for them if they aren’t given the freedom and encouragement to experiment. The mentor’s task is to ensure that the method does not overshadow the message.
“It’s over! What’s next?”: Collect feedback
Immediate feedback is crucial when the sermon is fresh in both the preacher’s and the listeners’ minds. A mentor’s feedback can offer a more formal critique of substance, structure, and style, while feedback from other listeners can help new preachers get a sense of how those in the pews experience the sermon. Feedback forms can be useful, but it is also helpful for new preachers to converse with a few folks in person. This enables the new preacher to move beyond people’s gracious “Good sermon!” to a deeper conversation with follow-up questions such as, “What did you appreciate about it?”
I periodically ask for feedback from folks and offer written and in-person options. Even after almost 30 years, I am still honing my craft and learning from the people in the pews and students alike. Modeling that openness encourages students to be open to feedback as they grow into their preaching beyond their time as students.
One of the joys of preaching is discovering new insights in familiar scripture and finding ways to connect them to our lives as the Body of Christ in the world. I pray that igniting that joy in new preachers can be part of my ministry legacy … and I pray that we are all never so comfortable that we stop stretching and growing.
Recommended resources
- A Lay Preacher’s Guide: How to Craft a Faithful Sermon by Karoline Lewis is a go-to resource for lay preachers who seek a process that can be immediately applied to weekly sermon preparation.
- Youthful Sermons by Rich Voelz is a free ebook from Working Preacher about preparing young people to preach their first sermon.