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

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an objective standard by which to measure their teachers to whose influence they have fallen victim (1:11). According to Johnson (1996:220), the catalogue of vices and virtues in 1:6-9 evinces several instances of unique vocabulary. It contains three New Testament (ejpidiorqovw, filavgaqo", ejgrathv") and fifteen Pauline hapax legomena. Of the latter, nine appear in the rest of the Pastorals (ajpoleivpw, filovxeno", pavroimo", plhvkth", aijscrokerdh'", swvfron, presbutevro", o{sio", uJgiaivnw) while six never occur in the Pauline corpus (Krhvth, leivpw, kathgoriva, ajnupovtakto", aujqavdh~, ojrgivlo"). Incidentally, Johnson (1996:221) maintains that the variation in vocabulary can be explained by the variation in subject matter. It is preferable to interpret these hapaxes as context specific vocabulary. This is based on the assumption that in the mind of the author the recipients would have been familiar with the vocabulary. The anaphoric mh is another device employed to highlight the five vices in 1:7. Anaphora is also used in two words in the virtue list. They occur in 1:8, namely filovxeno~ and filavgaqo~. Both adjectives are compound nouns prefixed by the noun, filov". These rhetorical techniques highlight the arenas of the elder-overseer’s personal life under observation, namely his marriage, family life and his personality or attitudinal behaviour. Moreover, the prefix, filov" emphasises the attitude of love that should characterise the elder-overseer. The cohesion between this section and the salutation is effected through the repetition of specific vocabulary. For example, the noun pivsti" recurs several times in the space of a few verses: kata; pivstin ejklektw`n qeou` (1:1), kata; koinh;n pivstin (1:4), ajntecovmenon tou` ... pistou` lovgou (1:9). Additionally, the word lovgo" (1:3) is repeated in verse 9. Paul also uses transitional devices to introduce the different sections. In 1:4 he introduced Titus and proceeded to address him in verse 5. Now, in 1:9, he introduces the opposition or the illegitimate teachers as oiJ ajntilevgonte". What is it that they contradict or oppose? It must be the teaching, here made conspicuous by the interchangeable use of the nouns didachv and didaskaliva PDF created with pdfFactory Pro trial version www.pdffactory.com 75
espectively within the same sentence: kata; th;n didach;n and ejn th`/ didaskaliva/ th`/ uJgiainouvsh. The conditions for elders culminate in verse 9 with the criterion to “hold to the faithful word”, ajntecovmenon tou` kata; th;n didach;n pistou` lovgou. Thus, over and above the character requirements, the relationship of the individual elder to the word is paramount. The idea of “the word” was introduced in the salutation, 1:3. There, it was the divine word that was ‘manifested’, ejfanevrwsen de; kairoi`" ijdivoi" to;n lovgon aujtou'. According to 1:9, the elder must cling to the “faithful word”. This description would call to mind the earlier reference in 1:3. The authority of the elder derives directly from the word, which enables him to do two things, namely “to exhort” (parakalei'n) and “to refute” or “convince” (ejlevgcein). It is at this point that the issue of opposition is introduced. The distinguishing factor between legitimacy and illegitimacy hinges on the relationship of the opposing parties to the manifested word. The antithesis between the two groups is highlighted through the intentional play on the two participles used to refer to them: ajntecovmenoi and ajntivlegonte". Both are prefixed by the preposition ajntiv, generally meaning “against” (Zodhiates, 1992:190). The first word connotes a positive stance, the second a negative action. Paul, in this way, introduces the next step in his strategy namely, the vilification of the opposition. In this transitionary sentence, the apostle juxtaposes their negative behaviour with the positive behaviour of the overseer. The opposition is thus introduced here as “the ones who speak against”. They contradict the action of the overseers who “holds against” or “clings to”. The rhetorical objective of this brilliant use of a prefix is to launch his denigration of the opposition. Conclusion In this section, the dominant rhetorical objective is to outline criteria for the establishment of legitimate local leadership in the church. His arguments are primarily based on authority, particularly apostolic authority. Thus, Titus’ presence and jurisdiction are authorised by apostolic directive. The detailed explanations, in the form of a catalogue of vices and virtues, are examples of the rhetorical technique called shared knowledge. Its use suggests that this section is primarily targeted at the congregation. It addresses Titus only PDF created with pdfFactory Pro trial version www.pdffactory.com 76
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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
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 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: “shared knowledge”. The qualiti
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
Page 121 and 122: the apostle adopts to persuade his
Page 123 and 124: Most commentators treat ejxousivai
Page 125 and 126: person. Interestingly, both instanc
Page 127 and 128: 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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