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

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Starting with the text itself, this approach aims to reconstruct the author's rhetorical strategy from the text itself. This involves a text-centred descriptive analysis of the way in which the author attempts to persuade his audience. The analysis is guided by a “minimal theoretical framework” used as a general guideline and involves several steps. I have outlined it below as a series of sequential steps only for the sake of an orderly presentation, although Tolmie does not present it in this way. • Step 1: Identify the dominant rhetorical strategy of a section. This involves answering two primary questions: o How can one describe the author's primary rhetorical objective in the particular section? o How does the author set about achieving this objective? The answers to the above questions enable one to describe the dominant rhetorical strategy of the section, which is then expressed in a single sentence. • Step 2: A detailed analysis of the author’s rhetorical strategy in a particular section. While flexibility is maintained with regard to the approach for each section, a general rather than a fixed methodological approach is followed to achieve the following outcomes: § A description of the main characteristics of the author’s strategy in a particular section which may involve describing o The type of argument or the nature of a specific argument (Tolmie, 2005:28), or o The way in which an author argues or the process of argumentation employed to achieve a particular rhetorical objective (Tolmie, 2005:29). PDF created with pdfFactory Pro trial version www.pdffactory.com 53
•Step 3: Where deemed necessary, identify the “supportive” rhetorical strategies important for the overall argument of a section or for the entire discourse (Tolmie, 2005:29). Strategies that cannot be directly related to the dominant rhetorical objective fall into this category. In the present study, I have not deemed it necessary to identify any "supportive" strategies, hence this terminology will not be utilised. • Step 4: Identify the rhetorical techniques within a section. These involve the ways in which an author enhances the effectiveness of his communication. o E.g. metaphor, rhetorical questions, paronomasia, the way sentences are constructed and chiasm (Tolmie, 2005:29). • Step 5. Describe the organisation of the argument in the letter as a whole. This final step is done after completion of the analysis and is therefore presented in the conclusion of this study. Section 2 will be the actual rhetorical analysis of the Letter to Titus. Section 3 will contain my conclusion and a summary of the prospective areas of study stimulated by the present study. PDF created with pdfFactory Pro trial version www.pdffactory.com 54
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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 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
Page 55: Accordingly, the research hypothesi
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
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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
Page 123 and 124:
Most commentators treat ejxousivai
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person. Interestingly, both instanc
Page 127 and 128:
2.2.8 Titus 3:3: Evoking disgust wi
Page 129 and 130:
purpose while Mounce (2000:446) bel
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negative. Paranomasia and the metap
Page 133 and 134:
conformity to the divine example. I
Page 135 and 136:
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
Page 159 and 160:
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
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 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
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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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