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

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section). In a letter of this nature that deals with issues of legitimacy and the challenge of illegitimacy, it is important to establish the basis of legitimacy. It is, therefore, significant that the apostle’s first objective is to convince the Cretans of the divine basis of legitimate ministry. Since the church is God’s elect, ejklektoiv qeou', He has a right to prescribe who may or may not minister to them. Equally important, is the second dominant rhetorical objective, which sets out to convince the Cretans of God’s central role as the Author of sound doctrine, the Teacher of sound doctrine and the Model of good deeds. Related to this, is the concept that God expects a particular behaviour from those who profess to believe in Him. Hence, any failure to behave in a manner compliant to sound doctrine is presented as tantamount to a denial of God (1:16). Also, in 2:2- 10, the negligent behaviour of believers can either be a cause for God’s word to be maligned, or God’s doctrine can be adorned by sound conduct. Similarly, the reference to Cretans as “those who believe in God”, oiJ pepisteukovte" qew`/, is another variation of this kind of argument that God expects a particular behaviour from those who believe in Him. Following on from this, is a further variation of the divine authorisation argument, namely the divine prerogative or the right of the divine. This argument is closely related to the argument of the divine expectation of a particular behaviour. According to 2:11-15, God has a right over those whom He has redeemed (lutroovmai) and cleansed (kaqarivzw) from all lawlessness (ajpo; pavsh" ajnomiva"). Since God is the one who purchased and cleansed the Cretan believers, they belong to Him; hence the prerogative to prescribe the appropriate behaviour belongs to Him. Furthermore, this line of argumentation is foundational for the past-present-future momentum characteristic of this letter. There is a hope, ejlpiv~, but only those who behave in the divinely PDF created with pdfFactory Pro trial version www.pdffactory.com 177
expected manner can look forward to it. Negatively, this implies that those who deviate from the expected behaviour can anticipate the opposite of what the obedient ones are expecting. o Arguments based on shared knowledge Arguments based on shared knowledge employ accepted societal norms regarding proper and acceptable behaviour as a legitimate yardstick of behaviour. The virtue and vice lists pertaining to elder-overseers and illegitimate teachers respectively (1:5-9, 10-16) are examples of this kind of argument. It is also used in 2:2-10 with regard to the conduct of believers as well as in 3:1-3. Paul uses these arguments to convince the Cretans of the necessity to behave in a manner compliant with sound doctrine, which will reflect behaviour considered admirable by society. Negatively, this kind of argument serves to present the false teachers in a bad light by highlighting the extent to which their conduct contradicts the positive behaviour that society in general upholds. This line of argumentation makes it very difficult for the Cretans not to conduct themselves in a manner compliant with the sound doctrine. Its persuasive power also lies in the fact that the commendable conduct is obvious and known to all. o Arguments based on the existence of prior knowledge or based on the appeal to memory Paul uses an argument based on the appeal to the memory or prior knowledge of his audience in 3:1-3. This kind of argumentation presents the audience with an opportunity for a subjective evaluation of the information presented to them. They can evaluate the consistency of the doctrine because they are not expected to comprehend new information. They are called to act in ways they have known to be consistent with sound doctrine. On the negative side, a refusal to act consistent with PDF created with pdfFactory Pro trial version www.pdffactory.com 178
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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
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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 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 and 178: The second objective is to highligh
Page 179: These four objectives may be summar
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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