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Review of Communication
ISSN: (Print) 1535-8593 (Online) Journal homepage: http://www.tandfonline.com/loi/rroc20
Modern Rhetorical Criticism: A Rhetorical Journey
Lindsey A. Harvell
To cite this article: Lindsey A. Harvell (2007) Modern Rhetorical Criticism: A Rhetorical Journey,
Review of Communication, 7:3, 276-278, DOI: 10.1080/15358590701480598
To link to this article: http://dx.doi.org/10.1080/15358590701480598
Published online: 16 Jul 2007.
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Modern Rhetorical Criticism:
A Rhetorical Journey
Lindsey A. Harvell
Hart, R.P. and Daughton, S. (2005). Modern Rhetorical Criticism (3rd ed.). New York:
Pearson Education. 384 pp. ISBN 0-2053-7799-8. $76.40.
Modern Rhetorical Criticism by Roderick P. Hart and Suzanne Daughton is an
advanced textbook, ideal for students with a basic foundation of rhetorical criticism.
This textbook provides students with a brief history of rhetorical criticism, the basic
forms of criticism, as well as the most frequently used specialized forms of rhetorical
criticism. As elaborated on in the following discussion, this text would best be used as
an advanced text for graduate students due to its detailed instruction and lack of
in-depth history of rhetorical criticism.
A Rhetorical Journey
Hart and Daughton take students on a rhetorical journey in three parts: a basic
review of rhetoric, the general forms of criticism, and the specialized forms of
criticism. They begin this journey with a review of what rhetorical criticism is.
Chapter 1 provides readers with a brief history. This provides a good review of the
undergraduate qualitative material, jogging students’ memories, and will get students
thinking about rhetoric again. Chapter 2 offers a more in-depth look into what
rhetorical criticism is and why it is important. Hart and Daughton lay the
groundwork so that students are familiar with the rules of criticism and why it is
important. For example, ‘‘all public messages make sense to someone’’ and ‘‘all
criticism is autobiography’’ (Hart and Daughton, 2005). These rules are followed by a
brief description. However, these two chapters are only meant for a review of the
material, not the initial teaching of it. This is one reason why the book should be used
as an advanced text.
Chapters 39 are devoted to the ‘‘general forms of criticism.’’ Hart and Daughton
offer the most common forms of criticism in these chapters, including but not
Lindsey A. Harvell (MA, Wichita State University, 2007) is a Doctoral student in the Department of
Communication at the University of Oklahoma. Correspondence to: 610 Elm Avenue, Room 101, Norman,
Oklahoma 73019, USA. Email: lindsey.harvell@ou.edu
ISSN 1535-8593 (online) #2007 National Communication Association
DOI: 10.1080/15358590701480598
The Review of Communication
Vol. 7, No. 3, July 2007, pp. 276278
limited to ‘‘analyzing situations, analyzing syntax and imagery, and analyzing media’’
(Hart and Daughton, 2005). This allows students to see what traditional criticism
looks like and how they can complete a basic criticism. Hart and Daughton offer all
of the information needed for students to engage in their own criticism, by merely
going through the chapter and following the steps listed to ensure correct criticism.
The last five chapters (chapters 10 14) concern the ‘‘specialized forms of criticism,’’
including but not limited to ‘‘role criticism, dramatistic criticism, and ideological
criticism’’ (Hart and Daughton, 2005). Hart and Daughton provide the most popular,
more specific forms of criticism in this chapter.
A Journey Unlike Any Other
Hart and Daughton’s text clearly demonstrates its ability to stand out from other
rhetorical textbooks in terms of their explicit statement of steps to an effective
rhetorical criticism. Hart and Daughton provide a piece of rhetoric at the beginning
of each chapter. This rhetorical piece is used throughout the chapter to aid in the
explanation of the subject. For example, in chapter 8, they use an excerpt taken from
the Book of Common Prayer that is often spoken at Christian funerals. This provides a
great tool for students, as they are able to refer back to an actual piece of rhetoric
when learning about each type of criticism. This further solidifies the information
students need in constructing their own piece of criticism.
After each rhetorical piece, Hart and Daughton briefly explain each piece,
pointing out sections that are important to notice as well as describing the history
behind it. For example, in chapter 8, the authors use the Book of Common Prayer
and follow it with a concise description of its background as well as discussion of
the language used (Hart and Daughton, 2005). This is an excellent way to help
students understand why that piece of rhetoric is important to study and why the
authors chose it for that particular chapter. After becoming informed, students will
be fully equipped to follow the authors while they criticize the rhetoric as students
make their way through the chapter. The remainder of the chapter is devoted to
information students will need to successfully criticize a piece of rhetoric in that
specific way.
Throughout each chapter is an indented section with ‘‘critical probes,’’ asking
specific criticism questions. For example, in chapter 8, ‘‘why are code words used here
and not there’’ and ‘‘what attitudes and values are the code words walling in’’ (Hart
and Daughton, 2005). This gets students to think more about the rhetoric and
provides, potentially, the ability for them to probe deeper when embarking on future
endeavors.
Individual Journeys
Hart and Daughton did an amazing job with this text, as it is an excellent guide for
advanced students, including beginning graduate students. However, this book can
be used as an excellent reference source for not only these students, but researchers
Modern Rhetorical Criticism 277
as well. When Hart and Daughton provide the steps for each rhetorical criticism,
they set forth a foundation that could be used by all beginning critics in embarking
on their own projects. If questions arise while conducting a rhetorical criticism, all
the beginning critic needs to do is simply refer back to the Hart and Daughton text,
and the basic steps will be there as an initial guide. A graduate program or
beginning researcher that does not include the Hart and Daughton text in their
repertoire is clearly lacking a valuable rhetorical guide.
278 L. A. Harvell