In the vast world of literature, people (like students) tend to rely on online tools most of the time. This could be for insight on assignments, research, or even for assignments themselves. What comes with this though? The worry of what these students get as a result of posting in these online spaces. Worry of judgement from audiences that aren’t favorable for the author. This fear causes many to stray from the idea of posting and expressing their emotions online. But where do these unfavorable responses and feedback come from?
Rhetorical Velocity
Why certain things may be said about things online is because of the trajectory of the author’s intention. In the peer-reviewed work COMPOSING FOR RECOMPOSITION: RHETORICAL VELOCITY AND DELIVERY by Jim Ridolfo and Danielle Nicole Devoss, the concept of rhetorical velocity is introduced. Referring to the concern for strategic appropriation by third parties in rhetorical instances. Rhetorical velocity is in writing in some way, shape, or form when it comes to replies and opinions. Everyone has a way they take in information, and a certain way they express their input on this information. Some get these feelings from other sources having prior influence, referring to Intertextuality and Understanding – Writing for Digital Spaces would provide further insight into what this means. The assumption of the type of online rhetorical velocity seems to be what drives students away from expressing their opinions online. But this shouldn’t be what makes the difference in the option to post or not. Fear shouldn’t be prevalent in expression.
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