Document Type
Article
Abstract
Lesbian, gay, bisexual, and transgender (LGBT) students need to develop successful rhetorical strategies for dealing with the conflicts that education, community, and society impose upon them. Webbed writing environments provide a place where LGBT students can prepare to deal with those conflicts by: (a) challenging one another, (b) interrogating course plans and materials, and (c) collaborating responses to homophobic discourse. LGBT students more readily construct and rehearse rhetorical strategies online, because they feel freer to represent their sexualities, without the complications or inhibitions that real-time, in-person conversation imposes. However, these strategies are not as productive if LGBT students don’t also get the opportunity to discuss, analyze, and critique their online activity face-to-face, in anticipation of the writing and speaking tasks that they must perform in much less hospitable public environments.
DOI
10.1016/j.compcom.2004.05.004
Publication Date
9-1-2004
Recommended Citation
Peters, Brad and Diana Swanson. "Queering the Conflicts: What LGBT Students Can Teach Us in the Classroom and Online." Computers and Composition 21 (2004): 295-313. Special issue: “Sexualities, Technologies, and Writing.” Eds. Jonathan Alexander and William Banks.
Original Citation
Peters, Brad and Diana Swanson. "Queering the Conflicts: What LGBT Students Can Teach Us in the Classroom and Online." Computers and Composition 21 (2004): 295-313. Special issue: “Sexualities, Technologies, and Writing.” Eds. Jonathan Alexander and William Banks.
Legacy Department
Women's Studies Program
ISSN
8755-4615
Language
eng
Publisher
Elsevier
