Method in rhetorical criticism: A pedagogical approach and proposal

Abstract

This paper addresses the matter of method in rhetorical criticism, especially from a pedagogical viewpoint. Seven postulates are advanced as an approach to the study of criticism. A working definition of criticism as argument is posited and discussed from which is derived a specific proposal and plan for adapting the Toulmin model as a procedural base for teaching students to develop the structure of critical analyses in an orderly scheme.