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

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its negative impact with that of sound doctrine through the use of another short sentence, eijsi;n ga;r ajnwfelei`" kai; mavtaioi. In 10-11, he vilifies the person of the false teacher and uses name calling or labelling, like he did in 1:10. The effect of all this criticism and commendation is that the chasm between sound and false doctrine is maintained, if not reinforced. It removes any possibility for compromise between the two parties. Clearly, the intent of the author, towards the end of his letter, is to hold before his audience two pictures, one of false doctrine and another of sound doctrine, showing them why they should comply with the latter and reject the former. They cannot but choose sound doctrine and reject the other, because this puts them in community with the apostle who authorises sound doctrine. Furthermore, it confirms their identity as those who believe in God when they order their conduct in line with sound doctrine. Other rhetorical techniques employed include syndeton, polysyndeton, antonyms, repetition, synecdoche, paranomasia and emphatic clustering. 2.2.11 Titus 3:12-15: Adapting the conclusion to reinforce the notion of legitimate ministry Scholars regard the closing section as “standard” Pauline (Demarest, 1984:331; Knight, 1992:356; Mounce, 2000:456, 459). While all the standard elements of a Pauline conclusion are present, the vocabulary and the rich network of cognate linguistic concepts suggest that Paul is adapting his normal conclusion for a more important purpose, namely to round off his overall argument for compliance to sound doctrine, especially reemphasising the notion of legitimate ministry. This is the best opportunity since he has just in the previous section (9-11) addressed illegitimate ministry and dictated procedures for the treatment of the false teacher(s). The conclusion leaves the recipients in no doubt as to what constitutes legitimate ministry. PDF created with pdfFactory Pro trial version www.pdffactory.com 159
This is a very tight unit, carefully, almost abruptly, demarcated from the preceding section through repetition and paranomasia. There is however a clear transition in terms from the perspective of the content of this section; it deals with practical and personal arrangements. Based on this, scholars like Quinn (1990:260) argue that the unit should be read exclusively with the opening verses as a “compositional envelope”, instead of with the preceding sections. Paranomasia and repetition do seem to suggest some correspondence with the opening sections. Quinn points out several examples: leivph/ (3:13) and ajpevlipon … ta; leivponta (1:5); ejn pivstei (3:15) and kata; koinh;n pivstin (1:4); cavri" (3:15b) and the same in 1:4, 5. The unity of this section is underscored by the repetition of the following words in rapid succession to each other: pevmyw (12) and its cognate provpemyon (13); spouvdason (12) and the adverb spoudaivw" (13). Quinn (1990:260) adds oiJ hJmevteroi (14) and hJma`" (15). Verse 15 discloses an interesting repetition of the verb ajspavzomai and the adjective pav~ within a single verse. The repetition serves to emphasise the important function of the greetings, in particular its contribution to enhancing a sense of community. It furthermore affirms the legitimacy of the believers at Crete. Those who are far from them acknowledge them by greeting them. The same holds true for Titus, who is not serving in isolation but in community. The emphasis of this final section recalls and rejoins the opening verses of this letter but not initially in as strong a manner as Quinn insists upon. With due respect to Quinn, there remains sufficient reasons to argue for a close connection between this section and the preceding units. The word pivsto~ and its cognates appear nine times in this letter, in five different forms scattered in each chapter of this letter (1:1, 4, 6, 9, 13; 2:2, 10; 3:8, 15). The word cavri" also appears elsewhere in 1:11; 2:11 and 3:7. The repetition of these words facilitates coherence within the letter rather than just establishing a link between two isolated units. Furthermore, overemphasising the abruptness of the unit suggests that there is very little relationship with the previous section. On the contrary, there is a very deliberate link between the two sections when considered from a rhetorical perspective. The abruptness PDF created with pdfFactory Pro trial version www.pdffactory.com 160
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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
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•Step 3: Where deemed necessary,
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The rhetorical situation correspond
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Titus' primary assignment is to app
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Throughout the letter, Paul shares
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equally negative conduct (1:16). In
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2.2.1.1 Emphasising the legitimacy
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strategically throughout this secti
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This section is suffused with the r
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and trustworthiness. This choice of
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“By whose authority are you imple
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“shared knowledge”. The qualiti
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espectively within the same sentenc
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dichotomy at the front end of this
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church. Implicit contrasting is als
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aijscrokerdhv", and these false tea
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The second part of verse 13 contain
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different groups. He relentlessly p
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implicit contrasting. The negative
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marker is the use of the plural of
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instruction in this regard. “Heal
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almost desirable. Thus, legitimate
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The subject is the older women. Thi
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negatively upon the oJ lovgo" tou`
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2.2.5.6 The behaviour of slaves In
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or originating from God (tou' … q
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to God and this paves the way for t
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This explains the use of inclusive
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
Page 159 and 160: Verse 9 opens with the adversative
Page 161: awareness of the insidiousness of f
Page 165 and 166: turn, requires the presence of soun
Page 167 and 168: closing greeting to the Cretans inv
Page 169 and 170: SECTION 3 CONCLUSION In Section 1,
Page 171 and 172: 7: Titus 3:1-2: Persuading the Cret
Page 173 and 174: apostles and lay leaders appointed
Page 175 and 176: In unit 7 (3:1-2), the relationship
Page 177 and 178: The second objective is to highligh
Page 179 and 180: These four objectives may be summar
Page 181 and 182: expected manner can look forward to
Page 183 and 184: f. Arguments based on the use of vi
Page 185 and 186: m. Example. For example, in 3:4-7 G
Page 187 and 188: ehaviour expected of older men. In
Page 189 and 190: BIBLIOGRAPHY Aageson, J. W. (1997).
Page 191 and 192: Everts, J. M. (1993). Hope Dictiona
Page 193 and 194: Lea, D. and H. P. Griffin (1992). 1
Page 195 and 196: Sumney, J. L. (1996). “A Reading
Page 197 and 198: ABSTRACT This study has been conduc
Page 199 and 200: In Section 3 the results of the stu
Page 201 and 202: amanuensishipotese en die allonieme
Page 203 and 204: 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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