This is where we’ll discuss Brian Jackson’s and Jon Wallin’s covering the “Rediscovering the ‘Back-and-Forthness’ of Rhetoric in the Age of YouTube.” It’s from December 2009, which in YouTube/Internet lingo, might mean it’s ancient history. I’ll be curious to read what you all think.
First off, a link to that (in)famous “don’t tase me, bro” video:
It was a pretty crazy scene, don’t you think?
I think Jackson and Wallin bring up a lot of great points about something that you will see later on in the week (this reading is a little out of order, but only sort of), where both Wesch and Juhasz discuss in different ways how YouTube comments are ineffective or inane. Their analysis of this particular incident suggests otherwise. I also like the suggestions they have at the end of this article about how this might all fit into a writing class, though to me, I got a completely different idea for an assignment: it might be quite useful to have students pick a YouTube video like this one and do an analysis along the lines of what Jackson and Wallin are doing here.
There’s a lot of other stuff to talk about with this essay too, of course. But I want to actually make a few observations not so much about the content of this article as to its form, observations that might be on your mind too since you are all going to be taking English 621 sooner than later– not to mention an MA project.
First, note that Jackson’s and Wallin’s essay is actually a study that is both qualitative and quantitative in the way that they are examining these comments. Second, note that Jackson and Wallin do a lot to explain their interpretive framework and methodology– maybe even too much. But this work is important, especially when we get to the real meat of their analysis about this video.
Like I said, just something to keep in mind for beyond this class.