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

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SECTION 2 RHETORICAL ANALYSIS OF TITUS 2.1 RHETORICAL SITUATION 2.1.1 INTRODUCTION A rhetorical analysis must consider the broader rhetorical environment within which a discourse is created and functions. Scholars refer to this environment as the rhetorical situation. In this chapter, we will do a rhetorical analysis of Titus. The first section of the analysis will describe the rhetorical situation of the letter. A clarification of definitions will be expedient in this regard and will be considered forthwith. 2.1.2 DEFINITION The concept, ‘rhetorical situation’, is based on the presupposition that every discourse owes its existence to a particular situation that necessitated its creation. Definitions of what constitutes a rhetorical situation span various degrees of complexity. At its most basic level, it refers to “the situation in which a piece of communication functions rhetorically” 1 (Tolmie, 2007). A more elaborate explanation comes from Lloyd F. Bitzer (1968:6) who defines the rhetorical situation as: A complex of persons, events, objects, and relations presenting an actual or potential exigency which can be completely or partially removed if discourse, introduced into the situation, can so constrain human decision or action as to bring about the significant modification of the exigency. (Emphasis added.) 1 Spoken by Prof. Tolmie in a private consultation with me during 2007. PDF created with pdfFactory Pro trial version www.pdffactory.com 55
The rhetorical situation corresponds in some ways to the Sitz im Leben of form criticism. Other synonymous terms are the historical situation or the epistolary occasion (Stamps, 1993:193). However, these equivalents are all historically orientated whereas the rhetorical situation is essentially oriented towards the text. This, according to Wuellner (1987:456), means that the rhetorical critic is preoccupied with the "premises of a text as appeal or argument". In this regard, Wuellner (1991:99) speaks of the ‘rhetorical’ or ‘argumentative’ situation. It is the text-centeredness of the approach that distinguishes it from the conventional historical critical categories. A rhetorical situation may also involve a ‘rhetorical problem’ that confronts the speaker, for example, prejudice towards the speaker, the undermining of his authority or the complicated nature of the message (Kennedy, 1984:36). The persons, events and relations that make up the rhetorical situation of Titus will be considered, based on Bitzer's definition. Because we are dealing with a particular genre, namely the epistolary genre, the role of people forms a significant component of the interpretation of the letter. A letter would normally have a sender and a recipient or recipients. The Letter to Titus has a dual level recipiency, several secondary characters and an amorphous opposition group. 2.1.3 PAUL Paul is the self designated author of the letter (1:1). This is followed by two additional self elaborations, dou`lo" and ajpovstolo", which are further modified by the two nouns qeov" and jIhsou`" Cristov" respectively. Paul's location at the time of writing can only be conjectured. The letter suggests that Paul could be en route to Nicopolis although he is definitely not there yet as the word ejkei' indicates. With regard to the time of the year, the text indicates that it is not yet winter when Paul is writing (3:12). PDF created with pdfFactory Pro trial version www.pdffactory.com 56
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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
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 and 56: Accordingly, the research hypothesi
Page 57: •Step 3: Where deemed necessary,
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
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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
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A Text centred rhetorical analysis of Paul's Letter to Titus

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