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

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eing “unlying”, ajyeudh;", while the false teachers are called “always liars”, ajei; yeu`stai. c. Personification: For example, in 2:12 grace is said to instruct the believers, paideuvousa hJma`". d. Asyndeton: For example, in 3:1-2 a variety of nouns and infinitives are paired without the use of conjunctions: ajrcai`" ejxousivai" uJpotavssesqai, peiqarcei`n, pro;" pa`n e[rgon ajgaqo;n eJtoivmou" ei\nai, mhdevna blasfhmei`n, ajmavcou" ei\nai, ejpieikei`", pa`san ejndeiknumevnou" prau?thta pro;" pavnta" ajnqrwvpou". e. Syndeton: For example, in 3:4: hJ crhstovth" kai; hJ filanqrwpiva. f. Polysyndeton: For example, in 3:9, mwra;" de; zhthvsei" kai; genealogiva" kai; e[rei" kai; mavca" nomika;". g. Repetitions: For example, in 1:9 one finds th`/ didaskaliva/ th`/ uJgiainouvsh/, and 2:1 th`/ uJgiainouvsh/ didaskaliva. h. Metaphor: For example, in 1:4 Titus is called Paul’s “true child”, a metaphorical reference to family life. In 3:14 we find an agricultural reference to fruitlessness, a[karpoi. i. Inclusive language: For example, 3:3, \Hmen gavr pote kai; hJmei`". j. Synonyms: For example, in 1:16 we encounter e[rgon ajgaqo;n. In 2:7 we find kalw`n e[rgwn. k. Antonyms: For example, in 1:2, ajyeudhv" and in 1:12, yeu`stai. l. Them-us language: For example, 1:12, tiv" ejx aujtw`n i[dio" aujtw`n profhvth". PDF created with pdfFactory Pro trial version www.pdffactory.com 181
m. Example. For example, in 3:4-7 God is presented as an example of one who shows kindness to those who do not deserve it. According to 1:2, God does not lie. Paul, as a servant of God (1:1), is also an example to others, who are in master-servant relationships (2:9). n. Chiasm: For example in 1:3-4 we find the following references to God and Jesus Christ: tou` swth`ro" hJmw`n qeou' (1:3) Cristou` jIhsou` tou` swth`ro" hJmw`n (1:4) In 3:4 and 3:6 we find the same: tou` swth`ro" hJmw`n qeou` (3:4) jIhsou` Cristou` tou` swth`ro" hJmw`n (3:6) In 1:15 we find another example: pavnta kaqara; toi`" kaqaroi`" toi`" de; memiammevnoi" kai; ajpivstoi" oujde;n kaqarovn o. Transitional devices: For example, section 1:5-9 deals with the elder-overseers, but in verse 9 which describes the responsibility of the elder-overseers the false teachers are introduced as tou;" ajntilevgonta", just before the next section (1:10-16) in which they are fully dealt with. This small word, in 1:9, thus functions as a transitional device that introduces the next section. p. Anaphora: For example, in 1:8 filovxenon and filavgaqon, and in 2:4 filavndrou" … filotevknou". q. Assonance: For example, in 2:11 the rhyming and repetition of the w~- sound in swfrovnw" kai; dikaivw" kai; eujsebw`". PDF created with pdfFactory Pro trial version www.pdffactory.com 182
Page 1 and 2:
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
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purpose while Mounce (2000:446) bel
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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 and 180: These four objectives may be summar
Page 181 and 182: expected manner can look forward to
Page 183: f. Arguments based on the use of vi
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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