As video-based communication has gained popularity across sites like YouTube, it is essential to represent this type of rhetorical communication within the college composition classroom. Using video and filmmaking to communicate information in the classroom is not new, as academics have explored such media as aids to writing since the 1970s, following the popularity of news broadcasting in the 1950s. In the 21st Century, teaching students video composition and digital rhetoric in an era where a platform such as YouTube has made it easier to share information to a large audience. The freshman college composition classroom should provide the tools necessary to succeed in the increasingly multimodal world by encouraging students to write in various formats. This thesis analyzes the importance of digital rhetoric and new media, especially in oratory terms, the pedagogical approach, and the academic standpoint of composing video with a study titled “Multimodal Video within the College Composition II Classroom,” and finally, addressing the concerns and ethics of creating in a digital space through copyright, fair use, and preventing the loss of media. It is integral that as teachers, we can teach students how to understand the rhetorical values that video can provide, and hopefully, with teaching students how to use software and rhetorical devices, they will be able to think critically and transfer those skills to future software and evolutions in technology and communication.
","abstract_html":"<p>As video-based communication has gained popularity across sites like YouTube, it is essential to represent this type of rhetorical communication within the college composition classroom. Using video and filmmaking to communicate information in the classroom is not new, as academics have explored such media as aids to writing since the 1970s, following the popularity of news broadcasting in the 1950s. In the 21st Century, teaching students video composition and digital rhetoric in an era where a platform such as YouTube has made it easier to share information to a large audience. The freshman college composition classroom should provide the tools necessary to succeed in the increasingly multimodal world by encouraging students to write in various formats. This thesis analyzes the importance of digital rhetoric and new media, especially in oratory terms, the pedagogical approach, and the academic standpoint of composing video with a study titled “Multimodal Video within the College Composition II Classroom,” and finally, addressing the concerns and ethics of creating in a digital space through copyright, fair use, and preventing the loss of media. It is integral that as teachers, we can teach students how to understand the rhetorical values that video can provide, and hopefully, with teaching students how to use software and rhetorical devices, they will be able to think critically and transfer those skills to future software and evolutions in technology and communication.</p>","abstract_has_math":false,"creators":["Ollila, Carmen"],"institution":null,"degree_name":"Master of Arts","degree_level":"Thesis","degree_discipline":"English","degree_department":null,"school":null,"contributors":["Ben Wetherbee"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-04-01T07:00:00Z","date_published":"2025-04-01T07:00:00Z","updated_at":"2026-07-24T03:24:36Z","subjects":["Video Essay","YouTube","Digital Rhetoric","College Composition","Rhetoric and Composition","Multimodality","Interdisciplinary Composition","Interdisciplinary Arts and Media","Other Film and Media Studies","Television"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.nmu.edu/theses/874","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ben Wetherbee"]},{"key":"dc:creator","label":"Author","values":["Ollila, Carmen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-03-31T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Video Essay","YouTube","Digital Rhetoric","College Composition","Rhetoric and Composition","Multimodality","Interdisciplinary Composition","Interdisciplinary Arts and Media","Other Film and Media Studies","Television"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.nmu.edu/theses/874"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As video-based communication has gained popularity across sites like YouTube, it is essential to represent this type of rhetorical communication within the college composition classroom. Using video and filmmaking to communicate information in the classroom is not new, as academics have explored such media as aids to writing since the 1970s, following the popularity of news broadcasting in the 1950s. In the 21st Century, teaching students video composition and digital rhetoric in an era where a platform such as YouTube has made it easier to share information to a large audience. The freshman college composition classroom should provide the tools necessary to succeed in the increasingly multimodal world by encouraging students to write in various formats. This thesis analyzes the importance of digital rhetoric and new media, especially in oratory terms, the pedagogical approach, and the academic standpoint of composing video with a study titled “Multimodal Video within the College Composition II Classroom,” and finally, addressing the concerns and ethics of creating in a digital space through copyright, fair use, and preventing the loss of media. It is integral that as teachers, we can teach students how to understand the rhetorical values that video can provide, and hopefully, with teaching students how to use software and rhetorical devices, they will be able to think critically and transfer those skills to future software and evolutions in technology and communication.
"]},{"key":"dc:title","label":"Title","values":["Teaching Video Composition and Digital Rhetoric in the YouTube Era: Analysis and Research of Academic Video Essays in the College Composition Classroom"]}]}],"canonical_facts":{"dc:contributor":["Ben Wetherbee"],"dc:creator":["Ollila, Carmen"],"dc:date.available":["2025-03-31T07:00:00Z"],"dc:description.abstract":["As video-based communication has gained popularity across sites like YouTube, it is essential to represent this type of rhetorical communication within the college composition classroom. Using video and filmmaking to communicate information in the classroom is not new, as academics have explored such media as aids to writing since the 1970s, following the popularity of news broadcasting in the 1950s. In the 21st Century, teaching students video composition and digital rhetoric in an era where a platform such as YouTube has made it easier to share information to a large audience. The freshman college composition classroom should provide the tools necessary to succeed in the increasingly multimodal world by encouraging students to write in various formats. This thesis analyzes the importance of digital rhetoric and new media, especially in oratory terms, the pedagogical approach, and the academic standpoint of composing video with a study titled “Multimodal Video within the College Composition II Classroom,” and finally, addressing the concerns and ethics of creating in a digital space through copyright, fair use, and preventing the loss of media. It is integral that as teachers, we can teach students how to understand the rhetorical values that video can provide, and hopefully, with teaching students how to use software and rhetorical devices, they will be able to think critically and transfer those skills to future software and evolutions in technology and communication.
"],"dc:identifier":["https://commons.nmu.edu/theses/874"],"dc:subject":["Video Essay","YouTube","Digital Rhetoric","College Composition","Rhetoric and Composition","Multimodality","Interdisciplinary Composition","Interdisciplinary Arts and Media","Other Film and Media Studies","Television"],"dc:title":["Teaching Video Composition and Digital Rhetoric in the YouTube Era: Analysis and Research of Academic Video Essays in the College Composition Classroom"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts"]},"updated_at":"2026-07-24T03:24:36Z"}