The primary purpose of this dissertation is to present a Christ-saturated approach to expository preaching. To accomplish this goal, I evaluate the hermeneutics and homiletics of Christ-centered approaches to preaching. In doing so, Christ-saturated preaching has all of the strengths of Christ-centered preaching while resolving some of the inherent hermeneutical and homiletical difficulties in prevailing models of Christ-centered preaching. Chapter 1 explores some confused and complicated definitions of Christ-centered approaches to preaching, examines the current hermeneutical and homiletical issues of Christ-centered approaches to preaching, and states the necessity to present an alternative approach to preaching Christ. Chapter 2 traces the history of Christ-centered preaching back to the controversy between the exemplaristic preaching and redemptive-historical preaching that raged in the Netherlands in the 1940s. At the same time, this chapter explores how redemptive-historical preaching influenced the American pulpit through Geerhardus Vos, Edmund Clowney, Dennis Johnson, Sidney Greidanus, Graeme Goldsworthy, and Bryan Chapell. Chapter 3 examines various definitions and justification of Christ-centered approaches to preaching. This is an essential step toward evaluating the hermeneutics and homiletics of Christ-centered preaching in chapters 4 and 5. Chapter 4 analyzes and evaluates the hermeneutics of Christ-centered approaches to preaching by comparing and contrasting their interpretive methods and ways to find the meaning of the text, the author’s intent, and Christ from every text through Christ-centered biblical theology. Chapter 5 explores the homiletics of Christ-centered preaching, focusing on the ways of finding Christ or a connection to Christ and of applying the text and its significance to the audience. In addition, the homiletics of Christ-centered preaching is evaluated, determining whether or not Christ-centered messages satisfy the pastoral context and the needs of the audience. Chapter 6 suggests some disciplines of a Christ-saturated approach to expository preaching, which satisfies the pastoral context and the needs of the audience as well as the author’s intended meaning and his theology. This chapter concludes that Christ-centered preaching not only neglects the unique features of the text and the author’s intent and theology, but it also ignores the context of the audience. Christ-saturated preaching can be an alternative to preaching the Word of God while still respecting the text and the context of the audience.

A TEXTUALLY-ARRANGED, GENRE-SENSITIVE, RHETORICALLY-INFORMED HOMILETICAL APPROACH Michael Douglas Williams, Ph.D. The Southern Baptist Theological Seminary, 2015 Chair: Dr. Robert A. Vogel Chapter 1 introduces the subject of this dissertation, which deals with the relationship between a biblical text’s substance and structure to that of a sermon’s substance and structure from that text. After stating the thesis of this dissertation—that expository preaching considers the arrangement of the text, is sensitive to the genre of the text and aware of the rhetorical impact of the text in order to faithfully and effectively communicate the Word of God—the introduction outlines the approach that this work follows. Chapter 2 begins by exploring the origin of inspiration as that of both divine and human. B. B. Warfield refers to this divine-human cooperation as the Spirit of God working confluently through the work of men. The chapter emphasizes how this divine-human cooperation came through a verbal-plenary view of inspiration. If inspiration extends to not only the writer’s thoughts but also his words, then the literary forms in the Bible are equally inspired. Therefore, the extent of the doctrine of inspiration to that of genre is of great importance to this dissertation. Chapter 3 describes the importance of hermeneutics and genre. I state my presupposition for authorial intent and single meaning of the text. Upon this authorial intent and single meaning foundation, I discuss principles for hermeneutics in general. More specifically, I establish the crucial role of literary sensitivity in the hermeneutical task. Essential in understanding the genre is an awareness of surface and notional structures, as well as what the author is doing (speech act) through that particular genre (structure). In short, to ignore literary form, as D. A. Carson insists, is to fall prey of two dangers: to insist that Scripture is saying what in fact it is not saying or to indeed miss what Scripture is actually saying. The chapter provides interpretative guidelines for genre sensitivity by exploring five primary genres found in the Bible. Chapter 4 discusses the aim of rhetoric and, in particular, the significance of the canon of arrangement on a given discourse. After discussing the aim of rhetoric and homiletics as that of persuasion for maximum impact, this chapter focuses upon the canon of arrangement and, thus, the reality that structure argues. The chapter then offers similarities and differences of the canon of arrangement with that of expository homiletics. Chapter 5 synthesizes a textually-arranged, genre-sensitive, rhetorical-informed homiletic. The chapter explores two areas of relevance for preaching: the need for head and heart and the need for textual sermonic structure. In particular, the first section deals with the primacy of preaching holistically. The second section addresses the necessary importance of textual sermonic structure around the consideration of biblical genre. The section offers sermonic examples from five genres, considering generic structures and rhetorical aim. The section concludes with a structural analysis of two sermons. In conclusion, chapter 6 presents a restatement of the thesis and summary of my arguments. The chapter urges expositors to faithfully and effectively preach the Bible by considering the structure of the text, being sensitive to its genre, and being aware of its rhetorical impact.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

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This dissertation examines the preaching ministry of John Newton as a model of biblical exposition that was guided by a gospel-centric, pastoral homiletic. Chapter 1 defines the thesis of this dissertation , introduces the subject of this dissertation by surveying the scholarly work that has concentrated on Newton’s life and ministry, and demonstrates the lack of focused study on Newton’s preaching. Chapter 2 is a biographical survey of Newton’s life and ministry. Chapter 3 serves as an introduction to Newton’s preaching by surveying Newton’s sermons and demonstrates that Newton’s preaching should be regarded as expository. Attention is also given to the eighteenth-century historical context in which Newton preached. Chapter 4 argues that Newton’s high view of Scripture served as a foundation of his ministry and preaching. Chapter 5 is a discussion of Newton’s Christ-centered piety with regard to its impact on his life, ministry and preaching. Chapter 6 maintains that Newton’s Christ-centered spirituality is evident in his gospel-centric preaching and the homiletical methods that guided him. Chapter 7 examines Newton’s preaching and his commitment to pastoral ministry. It argues that Newton’s preaching rhetoric was a function of a pastoral homiletic that was deeply concerned with the spiritual welfare of his hearers. The final chapter summarizes the major points of dissertation and reflects on the importance of the use of historical models like Newton for contemporary preaching.

This dissertation examines sermon application in the doctrinal preaching of John Piper. The work argues that Piper’s use of application is characterized by multifaceted purpose and the qualities of consistency, creativity, clarity, recurrence, cumulative and/or climactic effect, and contextualization. The critical model utilized involves three primary components: quality, purpose, and doctrine. A representative sample of 700 sermons is analyzed, spanning Piper’s thirty-plus years in the pulpit. Chapter 1 clarifies the thesis, presents an overview of the dissertation’s methodology, and provides research delimitations and background information. Attention is given to the motivations behind the research and the importance of the study. Chapter 2 presents biographical material so that the reader may better understand and appreciate Piper’s practice in the pulpit. His identity as a person, pastor-theologian, and preacher is explored. Chapter 3 addresses the process of study, surveying selected literature on doctrinal preaching and sermon application. Key terms such as doctrinal preaching and sermon application are defined. Moreover, the vital connection between doctrinal preaching and sermon application is demonstrated. Chapter 4 discusses the study’s methodology and describes in detail both the object and method of analysis. The critical model employed, which guided the research, is thoroughly discussed, including the six qualities of sermon application (consistency, creativity, clarity, recurrence, cumulative and/or climactic effect, and contextualization), the four purposes of sermon application (duty, character, goals, and discernment), and the doctrines applied. Chapter 5 presents a segregated analysis of Piper’s preaching utilizing the critical model described in chapter 4. Research findings are thoroughly discussed, in terms of the six qualities, four purposes, and doctrines applied. Chapter 6 presents an integrated analysis of Piper’s doctrinal preaching. Patterns of quality, purpose, doctrine, and co-occurrence are emphasized. Also, the interplay of quality, purpose, and doctrine is demonstrated. Furthermore, development over time and across select sermon series is assessed. Chapter 7 concludes the project, presenting a summary of findings, key insights, major implications, and suggestions for future research. Defining characteristics of Piper’s method are outlined, specifically in terms of the six qualities, the four purposes, and the doctrines applied.

This study focused on elementary-aged children’s preferences for and perceptions about narrative and expository text. Preference refers to the children’s choice of reading material for themselves, what they prefer to read. Perception refers to the children’s beliefs about what their same-aged peers would like to read. The current study examined these preferences and perceptions about narrative and expository text through the lens of two distinct frameworks – social constructivism and engaged reading. The current study was a systematic replication and extension of a qualitative study conducted by Chapman, Filipenko, McTavish, and Shapiro (2007). It replicated the original study by conducting it with first grade students, and extended the original study by including fourth grade students. Equal numbers of children in the study were represented at three reading achievement levels (above, on, and below grade level). Two individually administered book preference (Open and Closed) tasks and interviews were administered and analyzed to determine elementary-aged children’s genre preferences and perceptions about narrative and expository text. Qualitative research methods were used to glean an understanding of primary and intermediate students’ preferences and perceptions. The findings suggest that first and fourth grade boys preferred expository text while first and fourth grade girls demonstrated an equal preference for both narrative and expository genres for themselves. At both grade levels, both boys and girls held the perception that boys like expository text and girls like narrative text. There were no differences in terms of preferences or perceptions of both genres among children of different reading achievement levels. There were gender and grade level differences in the number of reasons provided for their book choices with girls providing more reasons than boys and fourth graders providing more reasons than first graders. However, there were not marked differences in the reasons they provided for their choices. Findings are discussed in light of implications for instruction, assessment, and future research.

Thesis (D. Min.)--Harding Graduate School of Religion, 1980. / Includes bibliographical references (leaves 249-259).

Writing is necessary to participate in public discourse. Much of today's communication is based on information, yet many students do not adequately learn how to write expository text. Learning to write is difficult, but expository text can be especially difficult as it requires knowledge of both a subject and special text structures. The purpose of this study was to give teachers a research-proven method for teaching students to write expository text and to give more information on how to evaluate students' writing. In this quasi-experimental quantitative research design, the expository writing of students before and after receiving a new science and literacy integrated curriculum combined with specific expository writing instruction was compared. Participants included 71 second-grade students and 3 teachers from a suburban public elementary school in a Mountain West state. Students came from diverse socioeconomic, ethnic, and racial backgrounds. Measures included a holistic rubric that measured statement of purpose/focus and organization and conventions/editing, and an analytic rubric that measured introductions, facts on the topic, conclusions, word count, and the language mechanics of punctuation, capitalization, and spelling. A paired-samples t test of total scores from the holistic rubric showed statistically significant improvement pre-instruction to post-instruction (p < .001, two tailed). A paired-samples t test of total weighted scores from the analytic rubric also showed statistically significant improvement between pre-instruction and post-instruction (p < .001, two tailed). Wilcoxon signed-ranks tests were used to examine the individual elements of each rubric. All rubric elements showed statistically significant improvement except for three elements of the analytic rubric: topic introduction (p = .664), concluding statement (p = .916), and spelling (p = .299). Findings indicated that teachers could use the instruction to successfully teach students to develop content knowledge about an expository topic and write expository text based on that knowledge. The ranks of scores for each rubric were also examined to see how the scores varied based on which rubric was used. The holistic rubric had fewer positive and negative ranks than the analytic rubric, and the holistic rubric had more tied ranks than the analytic rubric. It was therefore determined that the rubrics did not score similarly. Holistic rubrics give an overall impression while analytic rubrics allow the scorer to see the areas in which students excel and the areas which need improvement. Therefore, teachers and researchers should consider their purpose for scoring writing and use the rubric that will appropriately meet that purpose.