A Text centred rhetorical analysis of Paul's Letter to Titus

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not manifesting these particular behavioural characteristics is tantamount to disobedience to God. This is the point that Paul develops in this section. Verses 11-14 are one sentence in the original Greek. This is the second unusually long sentence in this letter. The use of such a long sentence is in itself a strategic rhetorical technique used to emphasise the material communicated by it. Fee (1988:193) calls it a “marvellous passage” with “so much theological grist that it is easy to analyze it solely on its own merits and thereby overlook its place in the context of the letter”. Most commentators appear not to see any relationship between the theological references in verses 5 and 9 and those in the present section but correctly recognise the theological import of the section and its explanatory function with regard to 2:2-10 (Mounce, 2000:433; Quinn, 1990: 162; Johnson, 1996:240-241). The section is related to the previous section by the use of the conjunction gavr, which here functions in an explanatory capacity. A number of linguistic parallels tie these two sections together. For example, the words in verse 10, tou` … qeou` and the proximate word, swthvr, are repeated in verse 11. There is also a transition from th;n didaskalivan … tou` … qeou` (2:10) to hJ cavri" tou` qeou' (2:11). The author employs repetition, unique vocabulary and other rhetorical techniques to accomplish his objectives in this section. The dominant rhetorical objective is to emphasise the theological foundation of the conduct expounded in 2:2-10, by highlighting the divine origin of the teaching. The teaching should be embraced because it is not a human idea. The best explanation for what Paul is doing in this instance is the analogy of an eavesdropper. Paul is ostensibly in a conversation with Titus. Hultgren (1984:19, 20) describes this as “talking past” Titus to the community. Paul’s conversation with Titus is done, in such a manner as to “invite” or attract others to become part of it. While there is no direct communication with the Cretan believers at any stage in this discourse, they are an integral part of it. PDF created with pdfFactory Pro trial version www.pdffactory.com 105
This explains the use of inclusive language, which is perpetuated throughout this section. 2.2.6.1 The universal appearance of grace in the past In verse 11, the transcendent nature of the teaching that mandates the behaviour is emphasised first. The transformation that the Cretans are required to manifest (2-10) is explicable with reference to the appearance of the saving grace of God ( jEpefavnh ga;r hJ cavri" tou` qeou` swthvrio" ...). It appeared to all men (pa`sin ajnqrwvpoi"), including the Cretans at some point in the past, as suggested by the aorist tense of the verb ejpifaivnw. The universal appearance and inclusiveness of divine grace is a key emphasis in this part of the sentence. Furthermore, the combination of the verb ejpifaivnw, and the adjective pav~, suggests that this event was neither a clandestine occasion nor limited to a particular group. According to Quinn (1990:163), the expression pav~ a[nqrwpo~ is used by Paul outside of the Pastorals for polemical purposes. Thus, the use of the adjective pav~ here suggests a polemical purpose against the illegitimate teaching, which may have encouraged mythological, secretive and exclusive tendencies. The immediate context confirms such an interpretation since Paul takes great pains to specify the different categories that can be found in the church. The lowest category, namely “slaves”, is presented positively being afforded the privilege to “adorn the doctrine of God” (2:10). 2.2.6.2 The particular instruction of grace in the present In verse 12, the expression paideuvousa hJma`" introduces a limitation. The participle form of the verb paideuvw is present active. Thus, grace continues to instruct in the present. Grace now, at present, instructs, paideuvw, only a very particular group, namely “us”. Again, this cannot merely refer to Paul and Titus. Instead, it is another instance of inclusive language that includes the “eavesdroppers”. By using inclusive language, Paul is clearly showing his approval and submission to this teaching or instruction. He is also in complete community with those who are so instructed. Commentators debate the PDF created with pdfFactory Pro trial version www.pdffactory.com 106
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A TEXT-CENTRED RHETORICAL ANALYSIS
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DECLARATION I declare that the diss
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SECTION 2 RHETORICAL ANALYSIS 2.1 R
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SECTION 1 INTRODUCTION 1.1 OVERVIEW
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The content of the authorship debat
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consistently identified as pioneer
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J. Quinn. Their list of scholars ad
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Uncharacteristic Pauline theology:
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etc. are not referring to actual pe
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History never lies” (Titus 1:2)?
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meaning as determined by historical
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other to explain what these critics
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1.1.2.4 Conclusion The various theo
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Excursus: Cumulative-complimentary
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Lumping or clustering apparent oppo
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these letters on a more individual
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Furthermore, the name Jesus Christ
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C. 1. qeou` and swthvr depend on do
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accentuate the unmistakable role of
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order to prove issues of authorship
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Miller (1997:124) is particularly u
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Next, Van Neste goes on to show how
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There have been some recent excepti
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The first part of the analysis is e
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offer any translations in this rega
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novel. To the best of my knowledge,
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ather than as a supplement to the T
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Accordingly, the research hypothesi
Page 57 and 58: •Step 3: Where deemed necessary,
Page 59 and 60: The rhetorical situation correspond
Page 61 and 62: Titus' primary assignment is to app
Page 63 and 64: Throughout the letter, Paul shares
Page 65 and 66: equally negative conduct (1:16). In
Page 67 and 68: 2.2.1.1 Emphasising the legitimacy
Page 69 and 70: strategically throughout this secti
Page 71 and 72: This section is suffused with the r
Page 73 and 74: and trustworthiness. This choice of
Page 75 and 76: “By whose authority are you imple
Page 77 and 78: “shared knowledge”. The qualiti
Page 79 and 80: espectively within the same sentenc
Page 81 and 82: dichotomy at the front end of this
Page 83 and 84: church. Implicit contrasting is als
Page 85 and 86: aijscrokerdhv", and these false tea
Page 87 and 88: The second part of verse 13 contain
Page 89 and 90: different groups. He relentlessly p
Page 91 and 92: implicit contrasting. The negative
Page 93 and 94: marker is the use of the plural of
Page 95 and 96: instruction in this regard. “Heal
Page 97 and 98: almost desirable. Thus, legitimate
Page 99 and 100: The subject is the older women. Thi
Page 101 and 102: negatively upon the oJ lovgo" tou`
Page 103 and 104: 2.2.5.6 The behaviour of slaves In
Page 105 and 106: or originating from God (tou' … q
Page 107: to God and this paves the way for t
Page 111 and 112: Furthermore, through the direct rep
Page 113 and 114: what grace is instructing the belie
Page 115 and 116: Paul demonstrates that he is himsel
Page 117 and 118: The section closes with the apostle
Page 119 and 120: Another technique is personificatio
Page 121 and 122: the apostle adopts to persuade his
Page 123 and 124: Most commentators treat ejxousivai
Page 125 and 126: person. Interestingly, both instanc
Page 127 and 128: 2.2.8 Titus 3:3: Evoking disgust wi
Page 129 and 130: purpose while Mounce (2000:446) bel
Page 131 and 132: negative. Paranomasia and the metap
Page 133 and 134: conformity to the divine example. I
Page 135 and 136: as traditional, with verse 3 as an
Page 137 and 138: aptism effected by the Holy Spirit
Page 139 and 140: exclusively or that this constitute
Page 141 and 142: through self-vilification in the op
Page 143 and 144: crhstovth" and filanqrwpiva of God
Page 145 and 146: ejpoihvsamen hJmei`" (works) ajlla;
Page 147 and 148: these titles. The future appearance
Page 149 and 150: The certainty and completeness of t
Page 151 and 152: The next two words in v. 7 are exam
Page 153 and 154: their salvation by God. The divine
Page 155 and 156: discourse. In this regard, consider
Page 157 and 158: two groups is accentuated and the d
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Verse 9 opens with the adversative
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awareness of the insidiousness of f
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This is a very tight unit, carefull
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turn, requires the presence of soun
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closing greeting to the Cretans inv
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SECTION 3 CONCLUSION In Section 1,
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7: Titus 3:1-2: Persuading the Cret
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apostles and lay leaders appointed
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In unit 7 (3:1-2), the relationship
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The second objective is to highligh
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These four objectives may be summar
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expected manner can look forward to
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f. Arguments based on the use of vi
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m. Example. For example, in 3:4-7 G
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ehaviour expected of older men. In
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BIBLIOGRAPHY Aageson, J. W. (1997).
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Everts, J. M. (1993). Hope Dictiona
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Lea, D. and H. P. Griffin (1992). 1
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Sumney, J. L. (1996). “A Reading
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ABSTRACT This study has been conduc
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In Section 3 the results of the stu
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amanuensishipotese en die allonieme
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KEY TERMS 1. Pastoral Letters 2. Rh
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A Text centred rhetorical analysis of Paul's Letter to Titus

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