I. Audience Analysis (To be used in conjunction with Audience Analysis tape).

 Successful communication requires an understanding of what your audience is thinking and why they think that way. You never just speak; you speak to an audience.

 The following chart is designed to help you think through how to adapt a lecture to your particular audience. This chart is not meant to be exhaustive, but it should stimulate your thoughts concerning how to communicate more effectively.
 

II. Topic Selection

A. Consider several factors in choosing a topic. Ask yourself:
    1. Do you have a personal interest in the subject? (This will help you maintain enthusiasm in your preparation and delivery.)
    2. Will the topic best utilize your background and research resources?
    3. Will the topic be of interest to your audience?
         Is it contemporary?
         Is it controversial?
        Will the outcome of the topic meet a personal need in your audience?
    4. Can the topic be related to a number of courses? Can it be altered to use for team meetings, LTC, College Life, etc.?

B. Follow these guidelines to help you choose a topic.
    1. Pray. Ask God for direction.
    2. Consult University Classroom Lecturing (containing a wide selection of different lecture outlines).
    3. Secure a university course catalog and examine the course descriptions. Try to select a topic that could relate to several courses.
    4. Brainstorm with others (students as well as staff) on suggested topics.
    5. Talk with a professor of a particular course to see what subject he would like to have discussed in his class.
    6. Read widely. Ideas do not grow in a vacuum. The more widely read you are, the more ideas you will have for a topic. (Read Time, U.S.
        News and World
        Reports,  Psychology Today, Christianity Today, college textbooks, bible study, etc.).    
    7. Consider the following list of talks that have been used most often in past CTL’s. (But please do not feel limited to these. Your topic
        may never have been tried before!)
            a. Resurrection with a focus on miracles, life after death, atheism, historical basis of Christianity, etc.
            b. Above Beyond Freedom and Dignity (A critique of B. F. Skinner).
            c. Christian Perspective on Racism.
            d. Leadership.
            e. Biblical Therapy for Anxiety.
            f. Christian View of Sex.
            g. Biblical View of Women.
            h. Psychological Influences of Poverty: A Biblical View.
            i. Marriage.
            j. The Jesus Movement as a Modern Phenomenon.
            k. Biblical View of the Family.
            l. Self-image.
            m. Creation vs. Evolution.
            n. A Biblical View of Human Nature.
            Note: Some of these talks may be listed by other titles in University Classroom Lecturing.
    8. Once you have chosen a topic and turned it in to the classroom coordinator, please do not change it. You will be scheduled to speak on
        that subject during CLT week.    
    9. A partial list of sample topics and descriptions is given below.
            Developing an Adequate Self-image – A discussion of methods for achieving self-worth and self-acceptance and an analysis of a
            practical method for achieving a healthy view of oneself.
            A Biblical Therapy for Anxiety – Four major causes for anxiety are considered. A biblical solution is examined to determine if it can
            demonstrate valid therapeutic merit.
            Above Beyond Freedom and Dignity – An analysis of psychologist B. F. Skinner's view of human nature (as presented in his book,
            Beyond  Freedom and Dignity).
            His perspective will be contrasted with the Biblical view of human nature and comments on the validity of each will be presented.
            A Biblical View of Human Nature – What is a human being? An insignificant automaton in an infinite universe or a creature of dignity
            and worth?
            A Christian perspective of Racism – Does Christianity promote racism? It is a "white person's religion"? This consideration will
            deal with the perspective of Biblical Christianity on these issues.
            A Biblical Perspective _on homosexuality – What do the biblical documents teach about morality, practicality, and sociological
            implications of this increasingly widespread practice?
            A Christian View of Sex – Is the Bible down on sex? Why wait until marriage? A look at the practicality of the Christian position and
            its implications for a dynamic sex life.
            A Biblical Perspective on Sex, Love, and Marriage – In today's world of varying views, do the biblical documents have anything of
            practical value to say on these important subjects?
            A Biblical View on the Family – A look at the current status of the family and a consideration of the biblical view of the
            responsibilities of parents in raising children. Consideration will also be given to the place of teaching children about God.
            Women: A Biblical Look – Is the Bible against women? What did Jesus have to say about women and their role in society? Does
            Christianity view women as inferior? This lecture examines these and other related issues.
            Abortion: – Humane or Profane? – A careful look at both logical considerations and biblical teachings concerning this highly debated
            topic.
            Is it Rational to Believe in God? – Is it reasonable for a thinking person to believe in God today? Historical, sociological and
            scientific evidence for the existence of God will be explored.
            Atheism: A Realistic Option? -- A careful look at some of the presuppostions of atheism to determine if it is philosophically tenable.
            Evidence for the theistic view will also be considered.
            Philosophical Perspective on Modern Thinking -- A comparison and critique of several major philosophical world views, with a
            discussion of their practical implications.
            Ethical Actions: Is there a Basis --A discussion of some methods for determining right and wrong. This lecture includes a critique of
            relativism and a discussion of  the value and place of absolute ethical norms.
            The Quest for the Historic Jesus -- An historical analysis of some evidences for his true identity, including implications of the
            significance of these findings.
            The Resurrection of Jesus Christ--Fact or Fiction? -- What is the evidence behind the assertion that Jesus Christ rose from the dead?
            This analysis will survey the confirmed historical evidences.
            Are the New Testament Documents Reliable? -- A look at bibliographic, internal and external evidence to determine the reliability of
            the existing documents. Accepted methods of historical analysis will be used.
            Contemporary Cults in America -- A survey of characteristics common to most popular cults contrasted with the doctrines of
            orthodox Christianity.
            The Jesus Movement as a Modern Phenomenon -- An examination of some of the distinctives of this current movement. Basic beliefs,
            behavior and socio-cultural aspects of the "Jesus People" will be discussed.
            The Problem of Ethics in Business -- Can a person be honest and still succeed in business? A look at current trends toward more
            unethical practices in business and an evaluation of several proposed solutions to the problem.
            Marketing an Intangible Product -- A consideration of marketing and decision-making principles as they relate to both tangible and
            intangible products. The consumer decision process is illustrated with the marketing of an intangible concept, the message of Jesus
            Christ.
            Characteristics of a Leader -- Some of the factors that bring about strong leadership will be discussed. The contribution that faith can
            make to leadership will also be considered.
            Evolution Reexamined -- A look at evolutionary theory in light of some current findings of geology, anthropology, physics,
            mathematics and biology. The difficulties in reconciling evolution with these discoveries will be considered.
            Miracles and Science -- Are miracles and the supernatural possible even though science may never observed them? An objective
            look at some of the evidence.
            Is There Life After Death --Philosophers, scientists, theologians and ordinary people have struggled with this question for centuries.
            This lecture will examine evidence for the possibility of the life after death and will include an analysis of "out of body experiences."
            Persuasive Speech -- A speech from a Christian perspective in persuasive style.                                                                        
            (See University Classroom Lecturing for descriptions of a wide range of topics.)

III. Determine Objectives of Talk

    A. Keep in mind that the greatest "felt" need of your audience becomes your starting point. Try to determine the greatest felt need on your particular topic. For example,   in a lecture on the resurrection, speak to the need to know if God exists and if we can know Him today. Other general examples of felt needs for college students are: self- awareness and acceptance; purpose and meaning in life; how to compete and succeed academically, athletically, socially, vocationally, etc.) Write out the greatest felt need of your audience for our topic.

    B. Write down the one thing you want your audience to know as a result of your lecture. (For example, Jesus rose from the dead and is alive today.)

    C. Write down the one thing you want your audience to do as a result of your lecture (For example, "Put your faith in the resurrected Christ because He is God and is alive today.")

IV. Research and Gathering of Information

    A. Ask God to provide ideas and clarify your thinking on the subject.

    B. Utilize basic sources of information.
        1. Consult University Classroom Lecturing for recommended reading on each of the topics.
        2. Use the library (ask a librarian for help if necessary).
            a. Use the card catalog to find relevant material in books.
            b. Consult the Reader's Guide for relevant articles in periodicals.
        3. Consult a Christian bookstore manager, pastor, or other well-read Christians for ideas on Christian books and periodicals.
        4. Ask the advice of a college professor who teaches a related subject.
            a. Don't worry if you don't know him or he's an unbeliever.
            b. Keep in mind that most profs seem to love to give advice.
            c. Call for an appointment or drop in.
            d. Be sensitive to an opportunity to set up a possible classroom meeting.
        5. Consider the following sources for apologetics.
            a. Evidence that Demands a Verdict, Josh McDowell, Vol. I and II, Here's Life Publishers.
            b. History and Christianity, John Warwick Montgomery, Inter-Varsity Press.
            c. Runaway World, Michael Green, Inter-Varsity Press.
            d. Christianity: The Witness of History, A Lawyer Sifts The Evidence, J. N. D. Anderson, Tyndale House Publishers.
            e. The Evidence for the Resurrection, J. N. D. Anderson Inter-Varsity Press.
            f. Christianity for the Tough-Minded, J. W. Montgmery, (ed.) Bethany Fellowship.
            g. The New Testament Documents: Are They Reliable? F. F. Bruce, Inter-Varsity Press.
            h. Christ and the Modern Mind, Robert Smith, (ed.) Inter-Varsity Press.
            i. Christianity on Trial, Colin Chapman, Tyndale House Publishers. (Excellent source for various non-Christian philosophies on
                basic issues such as epistemology, existence of God., human nature etc., Loaded with documented quotations.)
            j. Know Why You Believe, Paul Little, Inter-Varsity Press.
            k. Probe Ministries International (12011 Coit Road, 107, Dallas, Texas 75230) Provides a wealth of resource material and tapes.
                Especially helpful is their annotated bibliography.
        6. Check through back issues of Collegiate Challenge magazine for articles on your topic. These are-good sources for quotes (be
            sensitive to the need to check them out in the primary sources) and for ideas on how to include the gospel in your lecture creatively.
        7. Order tapes on various classroom talks (order blanks in back).

    C. As you research, keep in mind the following:

        1. Scan a book or article quickly at first to get the overview of its content. A good way to do this is to read the first and last paragraphs
            of an article and then the first sentence of each paragraph.
        2. Research and gather information well in advance to give your mind ample time to sort through the material.
        3. Read the material more closely, taking notes as appropriate.
            a. Keep the objective of your talk in mind.
            b. Jot down helpful ideas as you come to them. (Rather than using a running account of information on an 8 1/2 x 11 paper, try using
                3x5 cards. They are easier to organize and arrange.
            c. Copy useful quotations verbatim and be sure to record documentation.
            d. Use a photo copier as a timesaver. As you read, keep a list of the portions you want for your notes. Then copy those portions, cut
                them out, and tape them onto cards.
            e. Consider recording your notes by topic, with a separate page for different issues. For example, in researching a talk on "The
                Christian Perspective on Sex," have a section on "Purposes For Sex," one on "Love," one on "Trust," one on each of the arguments
                people use for premarital sex, etc.)
        4. Make your schedule and your surroundings an aid to your preparation.
        5. Plan to gather more information than you will actually be able to use. That way you can select the best!

V. Organization of a Rough Outline

    A. Pick three or four main points that support your thesis (your objective).

    B. Don't worry about wording now – simply identify the points.

    C. Consider, for example, four possible main points in a resurrection talk:
           1. Possibly number the main points of your rough outline and then read through your notes and label and ideas and quotations with the
                number of the main point to which they best relate.
            2. The changed lives of the disciples.
            3. The empty tomb.
            4. The appearances of the risen Christ.

    D. Scan your notes, ideas you have jotted down, etc., to select material that will be help support your main points.
            1. Possibly number the main points of your rough outline and then read through your notes and label and ideas and quotations with the
                number of the main point to which they best relate.
            2. Next, move through your outline to select the ideas and quotations from your notes that best support each point.
            3. Then develop points and subpoints.

VI. Development of Lecture

    A. Be sure you narrow your talk sufficiently. One big danger is to bite off more than you can chew. Don't raise issues or questions in your
         lecture that you can not deal with adequately in 30-35 minutes.

    B. Keep your content clear and simple. This aids the audience's understanding and retention.

    C. Use repetition. Decide what you want your audience to remember and repeat it. This can be done through making summary statements,
        writing on a blackboard, rephrasing a statement, illustrating points, etc. (Avoid repetition of negative points.)

    D. Use positive words to speak of Christian things. Associate Christianity with good things such as, love, self-esteem, peace, fun, caring,
            progress, and purpose.

    E. Speak to the person with the least amount of understanding.

    F. Avoid overstatements, generalizations, and unnecessary dogmatism.

    G. Avoid personal attack, sarcasm, prejudicial statements – any thing that can be interpreted as a put-down to a person, a group or a point
        of view.

    H. Remain objective. Speak indirectly –"The biblical perspective is…” rather than “God says….”

    I. Use discretion. If you feel unsure about a certain part of the talk, it is        better to omit it than raise unnecessary controversy.

VII. Approaches to Logical Development of a Lecture

    A. Note that: talks often use more than one kind of approach.

    B. Study these guidelines to determine which approach works best in your situation.
        1. Progression Approach. The idea of progression is to move your audience systematically from a point with which they agree to a point
            with which you want them to agree without raising unnecessary hostility.
            a. Start with a low-key manner. Begin with a point of view with which they agree. (For example, the lecture, "Biblical View of the
                Role of Women, begins by saying, "Women have had it tough for centuries .”)
            b. Stick as close to the audience's thinking as possible. Use words, authorities, references and points of view with which they agree
                to establish your position. (In "Role of Women," Socrates and Plato are quoted. Religion is treated as opposing women. Jesus is
                presented primarily as a “good man" rather than as God though most of the lecture.)
            c. Work towards your own conclusion, but through the audience's line of reasoning. In "Role of Women," statements about and by
                Jesus, as well as illustrations of His life, are reasonable and acceptable to most audiences.)
            d. Use inductive reasoning in the progression approach. This is arguing from specific facts to a general conclusion. The progression
                is from evidence to conclusion, not vice versa. (In “Role of Women," the words and acts of Jesus are examined. No absolute
                statements are made that He is God. The audience should begin to suspect that He was more than man by implication and
                illustration before the lecturer makes a statement to that effect.)
            e. To soften transitions into new points of view, ask questions rather than make statements. (In "Role of Women, say "Jesus' life and
                teachings are unique. We could ask, 'Why did His teachings last? Why do they still promote such good in the world? How is it that
                wherever His teachings have gone, women are elevated? Was He more than a man?" This approach is better than saying,
                "Obviously Jesus was more than a man. He was God. "
            f. Make sure your progression is in small easy-to-take steps. (In Role of Women," progression is in this order:
                1. Women have had it tough;
                2. Leading thinkers have treated women as inferior;
                3. Jesus treated women well;
                4. Jesus' accomplishments for women were unique in history;
                5. Christ had a specific message (gospel);
                6. One should consider the possibility that He was God and can have personal relevance.
            g. Study another example of progressive approach, "The Quest for the Historic Jesus," in University Classroom Lecturing.
        2. Comparison and Contrast Approach.
            The idea of compare and contrast is to show the advantage of Christianity by contrasting it against another viewpoint.
                a. Begin with a contrasting view, (e.g., B. F. Skinner's view of human nature:
                    1. Man is impersonal;
                    2. Man has no inherent moral qualities;
                    3. Man has no personal worth;
                    4. Man is a product of the environment – he is not free to choose.
                b. Show the biblical view, (e.g., Christian view of human nature:
                    1. Man is wonderfully made (personal);
                    2. Man is deeply fallen (moral quality);
                    3. Man is greatly loved by God (personal worth);
                    4. Man has an option to establish a relationship with God (free to choose.)
                c. Next, cite advantages and disadvantages of both points of view (e.g., "Skinner has helped us know a lot about how the
                    environment affects behavior, and some of his operant conditioning principles have been used successfully in industry,
                    education, and counseling, however " Then show some problems with his view and the advantages of the Christian view.)
                    d. Study other examples of the comparison and contrast approach such as, "The Ecological Crisis," "A Biblical Therapy for
                        Anxiety," and "How Human is Humanism?"
            3. Informational and Evaluation Approach
                The idea of the informational and evaluation approach is to provide information on a subject and then show the Christian
                interpretation and the relevance of that information.
                    a. For example, notice that in "The Jesus Movement as a Modern Phenomenon," distinctives of the Jesus movement are listed:
                        origin, doctrine and membership. These are followed by the question "Why the Jesus Movement?" which evaluates personal
                        need and spiritual workings of God.
                    b. Study other examples of the informational and evaluation approach; such as "Is There Life After Death?" and "The Uniqueness
                        of the Bible."
            4. Missing Ingredient Approach.
                In the missing ingredient approach, basic ideas are presented on a subject with which most of the audience would readily agree.
                The lecture includes how the Christian view adds a vital dimension to the subject.
                a. For example, note that in "Characteristics of a Leader," a leader is defined as having: direction, personal schedule, discipline
                    and an ability to motivate others. Jesus is used as an example of a leader to "salt" the audience. After the characteristics are
                    listed and illustrated, the lecture ex- plains how faith can enhance leadership.
                b. Study other examples of the missing ingredient approach such as "Biblical View of the Family" and "The Problem of Ethics in
                    Business."

VIII. Development of Specific Parts of a Lecture

A. Carefully plan your introduction.
    1. Get the audience's attention.
        a. Ask a startling question.
        b. Use an interesting quote.
        c. Relate an incident from their campus or current event.
    2. Establish rapport.
        a. Tell a joke.
        b. Tell a story about when you were a college student.
    3. Remove obvious barriers.
        a. Mention how your subject relates to the course.
        b. Include following statements at the start of the talk. These are very important in helping to set the audience at ease:
            "Let me begin by saying that I'm not here to force my views on you but to present some material for your consideration. Although I
            will share some conclusions I have reached, you are free to draw your own."

            "I don't claim to be an expert on this subject, but I would like to present some of the things the experts are saying." "I will speak for
               35 minutes and open it up for questions, so please hold your questions until that time."

            "It's impossible, in one class period, to cover every aspect of this issue, so just because your particular question may not be
            answered during this session, don't assume that there is no answer."

            "The Bible is a book written over a period of 1,600 years by more than 40 different authors. It is historically, archaeologically,
            scientifically, medically and psychologically accurate. In spite of rumors to the contrary, there has yet to be a proven contradiction to
            the Bible. Millions throughout the centuries have based their lives on this book and personally attest to its positive influence on
            them." (Use if applicable.)
    4. Be sure to memorize the introduction. This will help you ease into the classroom situation.
    5. Study this as a guideline for a good introduction:

        Born-again Movement: "Sociology deals with interactions of groups and cultures and the results of those interactions. In our country today, there are many groups interacting with one another and affecting one another. One of those groups involves those who call themselves 'born-again.' A recent gallup poll showed that 50 million Americans consider themselves 'born-again.' Individuals such as Jimmy Carter, Roy Rogers and Dale Evans, Roger Staubach, Bob Dylan, B.J. Thomas and Billy Graham all would consider themselves part of this movement."

What is the born-again movement? What do these people believe? How do they affect our culture? What I would like to do is address this subject for the next 35 minutes and then answer questions. As I lecture, let me begin by saying that I'm not here to force my views on you " (Include the barrier-removing statements from above.)

B. Include the gospel.
    1. Keep in mind these points that support the legitimacy of including the gospel.
        a. Know the biblical basis: "For in Him (Christ) all things were created...all things have been created through Him and for Him. And He is
            before all things, and in Him all things hold together" (Colossians 1:16,17).
            1) Since Christ is the creator and sustainer of all that is, He has the best perspective on every issue of life.
            2) This includes academic issues such as the essence of human nature, the existence of God, racism, sex, miracles, evolution vs. creation,
                the role of women, dealing with guilt, etc. He has something to say on these topics.
            3) Almost any successful human attempt to understand these issues and problems must include an understanding of what God's viewpoint is
                and how He communicates to humans to explain the issues and solve the problems.
            4) God has communicated to humans through Christ--His incarnation, crucifixion, resurrection and His Holy Spirit. Explaining how He has
                done this is explaining the gospel.
            5) Thus, a clear explanation of the gospel is essential to most of the lectures we present in classrooms. To omit it can be omitting the key to
                our arguments. How can anyone understand the Christian therapy for anxiety or guilt without understanding the gospel? How can anyone
                understand human nature without understanding God's purpose for our creation and His provision for our problem? How can anyone
                understand the solution to racism without understanding Christ's power to change hearts?
               

        b. Be assured in your own mind that your inclusion of and transition into the gospel is legitimate.
            1) If you don't feel comfortable about this, your discomfort can show through and spread to your audience.
            2) Our attitude should not be that we use a list of academic topics as a subterfuge to gain access to a class so we can "spring" the gospel on
                an unsuspecting audience. Rather, we need to understand that the gospel is an essential part of our argument and something the audience
                desperately needs to hear.
        c. Have as your aim (for the gospel part of your lectures) that each listener will leave with a clear understanding of how to receive Christ.
            1) What is the gospel? I Corinthians 15:1-6 defines the gospel as the death and resurrection of Jesus Christ. Be sure to include those facts
                and an explanation of how one can receive Christ. Explain, if time allows, why Christ died (as a substitute). Work hard at making the
                gospel clear to your audience. (Experience has shown that many staff need to improve this aspect of their speaking.)
            2) The amount of time you spend on the gospel will vary with the topic. In a lecture on "The Theology of the Jesus Movement," you could
                devote two-thirds of its content to a clear gospel presentation. One on "Love, Sex and Marriage" might require only five minutes for the
                gospel.
            3) In most cases it is best not to have a prayer or invitation in the class in-order to maintain your integrity with the professor. It is
                 acceptable to say what you or someone else prayed, but do not pray in the classroom.
        d. Be sure to handle the gospel indirectly. Say "The biblical perspective is that individuals need...," rather than “God says you need" This
            does not mean you should not make the gospel clear. You can be very clear without being overly direct.
        e. Memorize gospel transitions word for word.
        f. Use light humor if the audience becomes tense.
        g. Consider using the question and answer time to expand on the gospel.
            Note: If you feel unsure about how to include the gospel in your talk, order and listen to some cassette tapes of classroom lectures. Hearing
             live lectures can help greatly. University Classroom Lecturing also shows how to fit the gospel into many topics.
        h. Keep in mind that in a few of the classroom lectures our staff give, it is not always appropriate to include a complete gospel presentation.
            1) Be aware that the need for a heavy emphasis on content sometimes leaves little time for the gospel. Also, the atmosphere in some
                situations might make the transition appear contrived. Maybe the best conclusion would be something like, "Many believe the evidence
                points toward a biblical perspective and have come  to a fuller understanding of the creator through a personal relationship with Jesus
                Christ."
            2) Do not let the above remarks discourage you from presenting the gospel in such a situation if God leads.
            3) If you do sense (with God's leading) that a gospel presentation is illegitimate under the circumstances, leave it out. You can still gain
                valuable contacts through the cards.
            4) Be sure that any such omission comes from a genuine concern for the lost rather than just "cold feet" or lack of preparation.
    2. Study these suggested transitions and ways that the gospel relates to various issues (see University Classroom Lecturing for other examples).
        a. Use your testimony as a transition.
            1) After a talk on evidence for the resurrection, you might say, "If Jesus really did rise, it's important to consider his basic message. Several
                years ago, as I was investigating the person of Christ, I was confused about the essence of His teaching. I found that...(weave the gospel
                into your testimony)."
            2) You might introduce the gospel by saying, "Any time I hear a speaker I like to know where he or she is coming from. Hopefully, this will
                help you understand the perspective from which I speak. (Share your testimony and explain what the message was that changed your life.
                At the end of the gospel it helps to again mention why you explained this. )"
        b. Define your terms. Begin with, "Socrates said, 'Define your terms.'" (In racism talk define the word racism and the word Christian.)
        c. In a lecture on human nature, "four points that give a biblical view of human nature are...."
        d. In a lecture on "Life After Death," discuss:
            1) Is there life after death?
            2) What is it like?
            3) How can one obtain it?
        e. In a lecture on "Atheism", say "If there is a God, one logical question is 'Can He be known?' or, more personally, 'How can I know Him?'
            This is a question that the biblical perspective deals with."
        f. In a lecture on "Ethics" or "Business Ethics," explain the need for an Absolute Being in order to have any absolute standards. Then explain
            that, from the biblical perspective, correct ethical behavior comes not just from knowing about the Being and His standards, but also from
            knowing Him personally. You can also explain that the biblical perspective focuses on changing a person on the inside, not simply
            imposing a standard on the outside.
        g. In a lecture on "Love, Sex, and Marriage," explain the need for couples to relate on three levels (physical, emotional and spiritual). Explain
            how to best relate on a spiritual level.
        h. In a lecture on "The Role of Women," emphasize how positive Jesus was toward women and how many followed Him. Then ask, "What
            was it that He taught that so captured their minds and hearts?"
        i. In a lecture on "Raising Children," explain that the most important thing parents can do is help their children establish a relationship with
            God.
        j. In a lecture on a social problem (racism, war, etc.), explain the surface problem, the root problem and the solution of changing people's
            hearts. For example, in  racism, a surface problem would be job discrimination, the root problem could be the employer's attitude, and the
            solution would begin with changing him from the inside out through Christ.
        k. In a lecture on the "Jesus Movement," explain, "This is what people in the Jesus movement believe."
        l. In a lecture on "The Uniqueness of the Bible," explain how it is unique in its continuity, composition, circulation, survival, impact on
            literature and in its message.
        m. In a lecture on "Leadership," explain that a leader is someone who knows where he is going and can take others with him. Then explain
            "how I came to know where I am going."
        n. Weave the gospel into someone else's testimony. For example, in a lecture on "Racism" or "Corruption in Government" you cou1n use
            Eldridge Cleaver or Charles Colson as examples and then explain what they found in Christ. In a talk on drugs, share the testimony of a
            converted drug addict.
        o. In a lecture on "Dealing With Death," explain the importance, from the Christian perspective, of dealing with the emotional, and spiritual
            apprehensions of death. Then explain what you a would say if you were with a dying patient.
        p. In a lecture on psychological problems, (guilt, depression, anxiety, etc.), explain that the solution starts with a relationship with Christ.
        q. In a lecture on "Old Testament Prophecy" include prophecies such as Isaiah 53 and Psalm 22 and use them to explain the gospel.
        r. In a talk on "Comparative Religions," explain the essentials of Christianity and contrast them with other religions.
        s. In a lecture on "Evolution vs. Creation," explain the implications special creation has for the existence of a Creator and how we can know
            Him. Or use a contrast approach on the gospel: The result of evolution is:
            1) no meaning,
            2) no accountability and
            3) no basic worth.
        The end result of creation is:
            1) meaning,
            2) accountability and
            3) worth.
        Then explain the simple gospel.
        t. Refer to conversations with students on campus. For example, say, "The other day I was talking with a student about Christian marriage and
            he asked, 'What do you mean by Christian?'" or "In a class, a student asked, 'How does one become a Christian?' "
        u. Use results of the Collegiate Challenge survey. Say, "According to this survey, 85 percent of students, when asked, did not know how to
            become a Christian. Here's how."
        v. Explain the tern "born again" by saying, "Many today wonder what the term born again means. This is what the biblical documents mean
            when they talk about being born again."
    3. Prepare a gospel presentation.
        a. Explain the Four Spiritual Laws.
        b. Draw the three circles of the natural, carnal, spiritual/man (good for racism lecture).
        c. Illustrate man's body, soul and spirit.
        d. Explain soul and spirit (used in "Biblical View of Role of Woman," and "Biblical View of Family," University Classroom Lecturing).
        e. Tell how man is "wonderfully made, deeply fallen, greatly loved and has the option" — these four points correlate with the main points in
            the Four Spiritual Laws.
            See the outline on "A Biblical View of Human Nature" in University Classroom Lecturing for an example of this approach.
    4. Relate the gospel to your talk. Whatever method of gospel presentation you use, it should not appear to be tacked on. To avoid this, relate
        each point to your talk. For example, in a talk on marriage:
        a. The biblical perspective is that God loves you. This is important in a marriage. When people know they are loved they perform better.
        b. The biblical perspective is that people have sinned. Many feel that self-centeredness is the number one problem in marriage.
        c. The biblical perspective is that Jesus Christ is God's provision. If a man and a woman are linked up to God, they have His resources to
            produce a maximum marriage.
        d. Individuals can receive Christ. "My husband and I feel that this is the most significant contribution to our marriage."

C. Conclude your lecture.
    1. Summarize your talk. This aids retention.
    2. Possibly conclude the lecture with the statement, "I've done most of the talking. Now I'd like to hear from you. Are there any questions?"

D. Ask for Questions.
    1. Think ahead to possible questions that students might ask and prepare for them.
    2. Repeat the question. To make sure that everyone has heard it correctly. (This also gives you time to think of an answer.)
    3. Expect about 80 percent of the questions to usually refer to the spiritual aspects of the lecture. (How do you receive Christ? What about the
        heathen who has never heard?) Many of these questions are included on a special handout in this manual.
    4. Show respect to the person asking the question.
    5. Treat each question as a good one. "Well, that's a good question. I've wondered about that myself."
    6. Be alert for opportunities to give your personal testimony during question and answer time.
    7. Don't get sidetracked. Steer your answers back to the person of Christ.
    8. If there are no questions, have a few prepared. Say, "One question that students often ask on this subject is..."Then ask the question and answer it.
    9. If you don't know the answer to a question say, "That's a good question. I'm not sure I'm prepared to answer it right now. But I'd be glad to do
        some more research and meet with you over coffee to discuss it." Do not bluff. Students will respect your honesty.
    10. If opposition occurs during question and answer period, keep these points in mind (adapted from Tim Downs):
        a. Confront opposition sensitively.
        b. Avoid returning a personal attack.
        c. Camouflage (temper) any necessary counter attack.
            1. Agree in principle.
            2. Don't blame him for being wrong.
            3. Admit that many agree with him.
            4. Agree in part, if possible, with his reasoning.
            5. State your desire to agree if you could.
            6. Examine his idea, proving your respect for it.
            7. Agree, then raise objections.
            8. Restate his idea, in a form acceptable to you.
            9. Praise the individual but attack the idea.
            10. Attack your own ego before deflating his.

E. Use comment cards.
    1. Some time during the question and answer session, have the students fill out cards. You might say something like this:
        "Let's pause a moment and I'd like you to help me with something. (Assistants distribute cards.) "In nearly every class we speak in we like to
        ask the students for some feedback. I think the best way to do this is to ask you to jot down your honest evaluation of what I've said – positive
        or negative – on a 3xs card that one of my friends will hand you. Please be honest. If it was helpful, indicate that; if it wasn't, indicate that. If
        parts needed clarification, say so." As soon as everyone has a card, make sure you have the students' attention and say:
        "Here's what I would like you to put on the cards: I'd like you to put a comment and I'd also like you to put your name, address and phone.
        Now you don't have to, but here's why I'd like you to do that. An associate of mine has written a pamphlet that I feel explains very clearly how
        an individual can enter into that relationship with God through Christ that I've been describing. I'd like to make it available to you at no cost
        for you to consider. You may not agree with it, but I can almost guarantee it will stimulate your thinking."

        "I'll ask a friend to give you a call on the phone or bring it by your dorm room and show it to you. It will be yours to keep and if you'd like,
           they would be glad to discuss it with you."

        "Don't worry, they're not going to club you over the head with their Bibles or print your names in the school paper as the most religious
        students on campus."

        This approach often results in 50 percent (or more) requests for follow-up and allows the use of the Four Spiritual Laws or virtually any other
         Campus Crusade literature.

    2. We strongly urge speakers to Memorize this closing word-for- word. Even experienced speakers have found that their standard comment-card
        appeal (That they might use in a team meeting, college life, etc.) does not work well in the classroom. However, this closing has been tested
        and found extremely effective in the classroom, as well as for team meetings, etc.

    3. Note that while this technique on the closing is very helpful, rapport is also key in getting contacts.

    4. Try to get referrals to other professors by saying the following: "One other thing: Often we find that other professors teach classes in which a
        lecture of this nature – or a biblical view of another subject – might be appropriate. We want to be available to other classes. If you know of a
        professor or class like that, please put the details on the card so we can contact you or the professor about it."

        You can take the referral cards (or maybe the student) to line up classes with other professors.

    5. Have them fold cards and turn them in to you or a helper as they leave.

F. Add interest to your talk.

    1. To have an entertaining as well as a logical lecture, go back through your speech and add some of the following:
        -personal illustrations--dramatic, humorous, embarassing
        -anecdotes
        -humor
        -definitions
        -historical illustrations
        -current events
        -analogies
        -statistics
        -illustrations or diagrams (draw on chalkboard)
        -stories of college days
        -stories of college students
        -quotations (Keep them short and to the point. Give attribution often, so the audience knows you've done your homework. Also, write the
          quotation verbatim in your speaking notes to smooth your presentation.

2. Ask yourself, "What questions will each listener have about this statement?" Attempt to answer them in your talk.
    a. Speak directly to the points on the listener's mind when they are on his mind, to keep his interest.
    b. Don't worry if you can't fit answers to every question into your 30-minute talk. Ask God for wisdom regarding what to include.

G. Consider these additional ideas.

    1. Discuss your outline with a friend to get his or her ideas. "Without concu1ation, plans are frustrated, But with many counselors they succeed" (Proverbs 15:22)

    2. Scan your talk to:
        a. Make sure each subpoint relates to its main point.
        b. Make sure each main point relates to the thesis.
        c. Make sure there is no unnecessary overlap between points.
        d. Make sure you've included presentation of the gospel.

3. Let it sit.
        a. Leave your nearly-finished talk for a week or two. Often additional ideas will come to mind.
        b. Include these ideas where appropriate.

H. Write a title and description.

    1. Choose a title which will arouse interest and communicate at least a general idea of your topic.

    2. Think through the various courses there are in which you can use the talk and the different titles you can use. Your lecture may lend itself to
        several titles and courses with little or no change in content.

    3. Develop descriptions for your talk.
        a. Make them academically sound and appealing to a professor.
        b. Consider these examples:
            1. "The Uniqueness of the Bible" -- An investigation of the composition, continuity, circulation, survival and message of the bible to
                determine what makes it unique in literature. Emphasis will be given to factual credentials.
            2. "Are the New Testament Documents Reliable?" -- Is the New Testament we have today worthy of consideration as accurate history by
                the intelligent observer? A look at the bibliographic, internal and external evidence, using accepted methods of historical analysis, to
                determine the reliability of the existing documents.
            3. "The Resurrection of Jesus Christ – Fact or Fiction?" What is the evidence behind the assertion that Jesus Christ rose from the dead?
                    This analysis will survey confirmed historical evidence.
                 (See University Classroom Lecturing for descriptions of a wide range of topics.)