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

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intervals in the letter (1:13 i{na uJgiaivnwsin ejn th`/ pivstei; cf. 1:9 ajntecovmenon tou` kata; th;n didach;n pistou` lovgou; 1:4 pivstin) in order to accentuate coherence of the various parts of the letter (Classen, 2002:64). The section concludes with another characterisation of the opponents (ajnqrwvpwn ajpostrefomevnwn th;n ajlhvqeian). Classen ties the entire section from 1:1-13a together as expressive of a mandate for Titus, involving justification for his authority, based upon the characterisations of the elders and the opponents. The additional pejorative references to the opposition (1:15-16) fall within the next division that forms part of a general instruction to Titus. Classen attaches great significance to the appearance of imperatival verbs. It appears to be the singular influence in his decisions about the structure of the letter. His next division commences from 1:13b, which contains an imperative. Thus, he does not regard chapter two as introducing a new section, preferring instead, to draw a correlation between the imperative in 2:1, lavlei and 1:13, e[legce. The recurring emphasis on soundness persuades him further in this decision; thus uJgiainouvsh in 2:1 and the verb uJgiaivnwsi" in 1:13. He finds additional corroboration in the linguistic allusion between the expressions a} prevpei occurring in 2:1 and a} mh; dei in 1:11. Due to the occurrence of the imperative verb forms and the similarity in vocabulary, Classen justifies his decision to treat the section from 1:13b till the end of chapter 2 as a unit. Further links with earlier sections are established through the repetition of the word ajntilevgonte" occurring in 2:9 as well as in 1:9. However, Classen (2002:57, 58) overplays his hand when he attempts to link 2:10 with 2:11 by translating ejn pa`sin (2:10) as “amongst all men”, in order to make it run parallel with 2:11, pa`sin ajnqrwvpoi". He, furthermore, prefers to skip the rest of the instructions given to the servant category. Instead, he disregards the rest of the instructions in 2:9 and 10 focussing only on the i{na-clause in the latter verse. Furthermore, the dual occurrence of the adjective, pav~, in verse 10 is deliberate, a point which the author does not explain in his book. More importantly though, Classen is not consistent in this translation of the expression, ejn pa`sin, which also occurs in verse 9. Unfortunately, he does not PDF created with pdfFactory Pro trial version www.pdffactory.com 45
offer any translations in this regard. Thus, Classen’s decision to translate the adjective substantively as “all men” in verse 10 is perhaps a tinge arbitrary in order to justify his divisions of the letter. Classen (2002:65) observes that 2:1-15 comprises an independent unit in a section beginning in 1:13b and ending at 2:15 that contains specific instructions about sound belief to different categories of Cretans. The section is cordoned off by several imperatival verbs. There are three, namely, lavlei, which introduces the section and that is repeated in verse 15. The other two are, parakavlei and e[legce. The next imperative in 3:1, uJpomivmnh/ske relates back to the preceding imperatives and is understood to link the two sections (Classen, 2002:65). The reason why Titus is given this instruction is attributable, according to Classen, firstly to human weaknesses (3:3) and secondly, to divine love (3:4- 7). He draws a very faint connection between 3:1-7 and 2:11, without highlighting any specific emphases (Classen, 2002:65). Two final imperatives, in 3:9, periivŸstaso, and 3:10, paraitou`, underscore the nature of the letter, which Classen summarises as follows: It is a letter with instructions, mandates, injunctions, admonitions and warnings, particular orders which are justified with the help of general considerations and put forward in a very clear and carefully structured arrangement” (Classen, 2002:65). These orders or instructions to Titus are programmatic for the structure of the letter. They are key signals together with the repetition of special vocabulary provided by the author to aid the reader’s understanding of the letter (Classen, 2002:65). Classen defines in one sentence the rhetorical elements of inventio, dispositio and rhetorical situation (Classen, 2002:65) without offering any further elaboration. In the very last section, Classen (2002:65, 66) indicates what he considers to constitute the basic emphases of the author, PDF created with pdfFactory Pro trial version www.pdffactory.com 46
Page 1 and 2: A TEXT-CENTRED RHETORICAL ANALYSIS
Page 3 and 4: DECLARATION I declare that the diss
Page 5 and 6: SECTION 2 RHETORICAL ANALYSIS 2.1 R
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: The first part of the analysis is e
Page 51 and 52: novel. To the best of my knowledge,
Page 53 and 54: ather than as a supplement to the T
Page 55 and 56: Accordingly, the research hypothesi
Page 57 and 58: •Step 3: Where deemed necessary,
Page 59 and 60: The rhetorical situation correspond
Page 61 and 62: Titus' primary assignment is to app
Page 63 and 64: Throughout the letter, Paul shares
Page 65 and 66: equally negative conduct (1:16). In
Page 67 and 68: 2.2.1.1 Emphasising the legitimacy
Page 69 and 70: strategically throughout this secti
Page 71 and 72: This section is suffused with the r
Page 73 and 74: and trustworthiness. This choice of
Page 75 and 76: “By whose authority are you imple
Page 77 and 78: “shared knowledge”. The qualiti
Page 79 and 80: espectively within the same sentenc
Page 81 and 82: dichotomy at the front end of this
Page 83 and 84: church. Implicit contrasting is als
Page 85 and 86: aijscrokerdhv", and these false tea
Page 87 and 88: The second part of verse 13 contain
Page 89 and 90: different groups. He relentlessly p
Page 91 and 92: implicit contrasting. The negative
Page 93 and 94: marker is the use of the plural of
Page 95 and 96: instruction in this regard. “Heal
Page 97 and 98: almost desirable. Thus, legitimate
Page 99 and 100:
The subject is the older women. Thi
Page 101 and 102:
negatively upon the oJ lovgo" tou`
Page 103 and 104:
2.2.5.6 The behaviour of slaves In
Page 105 and 106:
or originating from God (tou' … q
Page 107 and 108:
to God and this paves the way for t
Page 109 and 110:
This explains the use of inclusive
Page 111 and 112:
Furthermore, through the direct rep
Page 113 and 114:
what grace is instructing the belie
Page 115 and 116:
Paul demonstrates that he is himsel
Page 117 and 118:
The section closes with the apostle
Page 119 and 120:
Another technique is personificatio
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the apostle adopts to persuade his
Page 123 and 124:
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
Page 161 and 162:
awareness of the insidiousness of f
Page 163 and 164:
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
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
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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
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A Text centred rhetorical analysis of Paul's Letter to Titus

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