College Composition and Communication Dec 2009

Rediscovering the “Back-and-Forthness” of Rhetoric in the Age of YouTube

Brian Jackson ; Jon Wallin

Abstract

Web 2.0 applications such as YouTube have made it likely that students participate in online back-and-forth exchanges that influence their rhetorical literacy. Because of the back-and-forth nature of online communities, we turn to the procedural, critical, and progressive qualities of dialectic as a means of accounting for what makes public deliberation effective and how we can teach students to deliberate.

Journal
College Composition and Communication
Published
2009-12-01
DOI
10.58680/ccc20099493
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Open Access
Closed
Topics
rhetorical criticism social media literacy studies
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Citation Context

Cited by in this index (8)

  1. Gallagher et al. (2026)
    Crafting and designing AI-simulated audiences in the writing classroom
    Computers and Composition
  2. Wold (2023)
    Segmentation, Surveillance, and Automation: Practical and Ethical Consideration…
    Journal of Business and Technical Communication
  3. Clinnin et al. (2019)
    How Not to be a Troll: Practicing Rhetorical Technofeminism in Online Comments
    Computers and Composition
  4. Gallagher (2017)
    Writing for Algorithmic Audiences
    Computers and Composition
  5. Dubisar et al. (2017)
    Haul, Parody, Remix: Mobilizing Feminist Rhetorical Criticism With Video
    Computers and Composition
Show all 8 →
  1. Cummings (2016)
    Flipping the Online Classroom With Web 2.0: The Asynchronous Workshop
    Business and Professional Communication Quarterly
  2. Wolff (2013)
    Interactivity and the Invisible: What Counts as Writing in the Age of Web 2.0
    Computers and Composition
  3. Fulwiler et al. (2012)
    After Digital Storytelling: Video Composing in the New Media Age
    Computers and Composition

References (0)

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