- Page 1 and 2: A TEXT-CENTRED RHETORICAL ANALYSIS
- Page 3: DECLARATION I declare that the diss
- Page 7 and 8: SECTION 1 INTRODUCTION 1.1 OVERVIEW
- Page 9 and 10: The content of the authorship debat
- Page 11 and 12: consistently identified as pioneer
- Page 13 and 14: J. Quinn. Their list of scholars ad
- Page 15 and 16: Uncharacteristic Pauline theology:
- Page 17 and 18: etc. are not referring to actual pe
- Page 19 and 20: History never lies” (Titus 1:2)?
- Page 21 and 22: meaning as determined by historical
- Page 23 and 24: other to explain what these critics
- Page 25 and 26: 1.1.2.4 Conclusion The various theo
- Page 27 and 28: Excursus: Cumulative-complimentary
- Page 29 and 30: Lumping or clustering apparent oppo
- Page 31 and 32: these letters on a more individual
- Page 33 and 34: Furthermore, the name Jesus Christ
- Page 35 and 36: C. 1. qeou` and swthvr depend on do
- Page 37 and 38: accentuate the unmistakable role of
- Page 39 and 40: order to prove issues of authorship
- Page 41 and 42: Miller (1997:124) is particularly u
- Page 43 and 44: Next, Van Neste goes on to show how
- Page 45 and 46: There have been some recent excepti
- Page 47 and 48: The first part of the analysis is e
- Page 49 and 50: offer any translations in this rega
- Page 51 and 52: novel. To the best of my knowledge,
- Page 53 and 54: 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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as traditional, with verse 3 as an
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aptism effected by the Holy Spirit
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exclusively or that this constitute
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through self-vilification in the op
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crhstovth" and filanqrwpiva of God
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ejpoihvsamen hJmei`" (works) ajlla;
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these titles. The future appearance
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The certainty and completeness of t
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The next two words in v. 7 are exam
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their salvation by God. The divine
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discourse. In this regard, consider
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two groups is accentuated and the d
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Verse 9 opens with the adversative
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awareness of the insidiousness of f
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This is a very tight unit, carefull
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turn, requires the presence of soun
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closing greeting to the Cretans inv
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SECTION 3 CONCLUSION In Section 1,
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7: Titus 3:1-2: Persuading the Cret
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apostles and lay leaders appointed
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In unit 7 (3:1-2), the relationship
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The second objective is to highligh
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These four objectives may be summar
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expected manner can look forward to
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f. Arguments based on the use of vi
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m. Example. For example, in 3:4-7 G
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ehaviour expected of older men. In
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BIBLIOGRAPHY Aageson, J. W. (1997).
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Everts, J. M. (1993). Hope Dictiona
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Lea, D. and H. P. Griffin (1992). 1
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Sumney, J. L. (1996). “A Reading
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ABSTRACT This study has been conduc
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In Section 3 the results of the stu
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amanuensishipotese en die allonieme
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KEY TERMS 1. Pastoral Letters 2. Rh