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

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objective can be summarised as reinforcing the differences between sound and illegitimate doctrine in order to encourage compliance to the former and rejection of the latter. The rhetorical technique of vilification is utilised again, but this time the emphasis is upon the vilification of both the unsound doctrine as well as the promoter thereof. The fourth objective is to emphasise the relationship between sound doctrine and behaviour consequential to the doctrine. This happens in units 5 (2:2-10), 7 (3:1-2), 8 (3:3) and 10 (3:8-11). In unit 5 (2:2-10), the dominant rhetorical objective is to persuade the Cretans that personal conduct compliant with sound doctrine is compulsory and should characterise all believers. The notion the apostle seems to communicate can be summarised as follows: “Sound doctrine from sound teachers should manifest as sound behaviour among all believers”. This unit follows the description of the illegitimate teachers who “profess to know God but deny Him by their deeds” (1:16). Unit 7 (3:1-2) expresses the following dominant rhetorical objective, namely to persuade the Cretans of the compulsory treatment of all unbelievers in a manner consistent with sound doctrine. It conveys the following notion: “Sound doctrine ought to make model citizens of you. Even the rest of society expects this from you”. In unit 8 (3:3), the dominant rhetorical objective was summarised as follows: evoking disgust with past sinful behaviour in order to reinforce behaviour in the present that complies with sound doctrine. The notion it conveys can be summarised as follows: “Expecting you to behave in a civil manner towards those whom you consider unworthy is not unreasonable. In fact, it is but another opportunity to manifest the doctrine we believe. Don’t forget, we were all once undeserving brutes”. In unit 10 (3:8- 11), the dominant rhetorical objective is described as reinforcing the differences between sound and illegitimate doctrine in order to encourage compliance to the former and rejection of the latter. It conveys the following notion: “This doctrine is proven. I, Paul confirm this to be true and if you obey it you can only benefit. It will prove that you really believe in God”. PDF created with pdfFactory Pro trial version www.pdffactory.com 175
These four objectives may be summarised as follows: First objective: Convince the audience of the need to recognise legitimate forms of ministry – units 1 (1:1-4), 2 (1:1-4), 4 (2:1) and 11 (3:12-15). Second objective: Convince the audience of God’s central role as the Author of sound doctrine, the Teacher of sound doctrine and the Model of good deeds –units 1 (1:1-4), 6 (2:11-15) and 9 (3:4-7). Third objective: Convince the audience to alienate themselves from any apparent or potential allegiance to unhealthy doctrine and its propagators – units 3 (1:10-16) and 10 (3:8-11). Fourth objective: Convince the audience of the relationship between sound doctrine and behaviour consequential to the doctrine – units 5 (2:2-10), 7 (3:1- 2), 8 (3:3) and 10 (3:8-11). The discussion above shows how this study contributes a unique and distinct description of the overall rhetorical strategy of the Letter to Titus. It differs from other studies of this letter by presenting a comprehensive analysis of the letter, utilising a text-centred rhetorical approach. This approach presupposes the existence of rhetorical strategies within the text and seeks to identify and describe the author’s rhetorical strategy from the text itself, not only section by section, but also in terms of overall strategy and recurrent objectives. There is, to my knowledge, no other study of this nature that utilises this methodology and applies it in particular to the Letter to Titus. This study therefore, presents an opportunity for other scholars to scrutinise this contribution and to agree or disagree with the findings contained therein. A further benefit of the approach followed in this rhetorical analysis is that it allows one to identify the type of arguments employed in the letter. In this regard, the following can be identified: o Arguments based on the notion of divine authorisation Arguments based on the notion of divine authorisation are foundational for the apostle’s rhetorical strategy in this letter. It is by far the most frequently used type of argument in this letter (followed by arguments based on shared knowledge – see next PDF created with pdfFactory Pro trial version www.pdffactory.com 176
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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
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Furthermore, through the direct rep
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what grace is instructing the belie
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Paul demonstrates that he is himsel
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The section closes with the apostle
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Another technique is personificatio
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the apostle adopts to persuade his
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Most commentators treat ejxousivai
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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
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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 and 162: awareness of the insidiousness of f
Page 163 and 164: This is a very tight unit, carefull
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: The second objective is to highligh
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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