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

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. Thematic progression: For example, the theme of servanthood is developed starting with Paul as a servant of and obedient to God, while slaves must submit to their own masters (2:9). Related to this is the theme of submission to authority: wives to their husbands (2:5); servants to their masters (2:9) and believers to secular authorities (3:1). Thus, starting in the home, then to the place of employment and finally within secular society. s. Alliteration and rhyme: For example, in 3:3 douleuvonte" … diavgonte". t. Anthropopathism: For example, in 3:4-7 the reference to God’s crhstovth" kai; filanqrwpiva (4) and e[leo" (5). u. Unusually long sentences: For example, 1:1-4, 2:11-14, and 3:4- 7. v. Synecdoche: For example, in 3:10 the reference to the opposition in the singular as aiJretikov~ a[nqrwpo~. 2. New rhetorical techniques that have been identified are: Emphatic clustering This technique is used in several places in the letter. There are variations of the technique namely asyndetic (1:12; 2:2) and polysyndetic clustering (1:16; 2:12, 15). It involves the grouping together or clustering of related concepts or words in groups of three. Clustering serves an emphatic purpose. In chapter 1, it is employed as part of the apostle’s vilification campaign in 1:10, 12 and 16 highlighting the “badness” of the false teachers. In 2:2, it is used to emphasise the sound PDF created with pdfFactory Pro trial version www.pdffactory.com 183
ehaviour expected of older men. In 2:7, it is used to impress upon Titus what is required from him as an example to the believers. In 2:12, the conduct of those who are instructed by grace is emphasised by the words, swfrovnw" kai; dikaivw" kai; eujsebw`". In 2:15, it is used to impress upon Titus the urgency with which he must approach his ministry, lavlei kai; parakavlei kai; e[legce. A final instance of this technique appears in 3:11, which constitutes a final instance of vilification. Self-vilification This rhetorical technique is used in 3:3 with reference to the pre- salvific conduct of the believers. The list of vices is used to instil disgust. Here, it is not the opponents that are being vilified, but Paul and the believers, by Paul. It highlights the odiousness of their past life and is used to enforce compliance to behaviour that corresponds to sound doctrine. Honorific referencing or classification This technique is the opposite of vilification or more specifically, self-vilification. Paul refers to believers in ways that emphasise their privileged status, thus bestowing honour upon them. This strategy is utilised to build relationships. Thus, believers are called ejklektoiv qeou' (1:1), oiJ pepisteukovte" qew`/ (3:8), oiJ hJmevteroi (3:13), and tou;" filou`nta" hJma`" ejn pivstei (3:15). Networks created by the repetition of associated concepts In the analysis section, it has been pointed out how various related words or concepts are repeated in different units and in different contexts. This technique makes several processes possible. One of these is implicit contrasting, which is facilitated merely through the repetition of a cognate word within a different context. This technique also facilitates the remarkable coherency that is evident within the letter. An outstanding example is the PDF created with pdfFactory Pro trial version www.pdffactory.com 184
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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
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purpose while Mounce (2000:446) bel
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negative. Paranomasia and the metap
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conformity to the divine example. I
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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 and 184: f. Arguments based on the use of vi
Page 185: m. Example. For example, in 3:4-7 G
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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