Posting to FOW

For our last class I’d like to review what’s due and how to submit your work. But first, I want to update you on my availability through December 19, when your final project is due.

  • Wednesday 12/13 — I’ll be in my office (Victoria 412) from 9:30-3. Make an appointment with me and I’ll be glad to help you!
  • Thursday, 12/14, Friday, 12/15, and Monday, 12/18 — I’ll be available via Skype, Google Hangouts, or by phone almost any time during the day. Shoot me an email and we can find a time to talk.
  • Tuesday, 12/19 — I’ll be in my office (Victoria 412) next from 9:00-2:30. Make an appointment for last minute questions. Your project is due by the end of the day.

What’s due?

You’re turning in at least three accurately-marked items for me by the end of the day on December 19. All relevant documents should in saved in a Unit 3 subfolder in your WRT shared folder.

  1. a final plan
  2. any process documents for your project — scripts, drafts, outlines, plans, raw files, etc.
  3. a letter to future students

In addition, you will post a draft of your project on FOW. Here’s how.

Customize your profile on FOW

  1. Go to and scroll to the bottom to “Meta.” Click “Log in.” Use your Rowan email address for your username and the password I give you in class.
  2. Once you’re logged in, click “Profile” and update your information: enter your first name, last name, write a short bio, and use Gravatar to add your picture. This is important as it will add your bio to your posts (commonly known as a “Byline”).
  3. Finally, since you all have the same p/w, generate a new one for yourself so your posts are secure. Write this down so you can log in to the site again.

Add New Posts to FOW

  1. As an “Author” user in WordPress, you can write, upload photos to, edit, and publish your own posts; however, you cannot access other posts.
  2. Add a post, just as you did in the first unit. Note that the featured image for your post will be placed prominently on your post, so choose it well.
  3. Choose the most appropriate category and use multiple tags for your post. For example, if you interviewed someone on campus about their favorite apps, you might choose “interview” for your category but also tag it “interview,” “app,” “Rowan,” etc.
  4. Choose “Save Draft” until you are ready to publish it to the site (see image).

Planning The Future of Writing

Today we’re beginning our final unit, but before we do I want to check in on your reflection assignment for Unit 2, which is due tonight: any questions about what you need to do?

Unit 3: The Future of Writing (FOW) Project

First, let’s review the [assignment] for Unit 3.

Exploring the mission of FOW

The FOW site, as I have imagined it, brings together a few different ideas: it focuses on technology and digital culture but is targeted toward an audience of undergraduate students who have their own sets of norms, concerns, and expectations. While I could not find any digital culture sites directed toward college students, there are several excellent sites focused on college students and college life more generally, as well as many sites that focus on digital and techno-culture. Our goal is to imagine a space that brings those worlds together.

Take 20 minutes to (1) read and discuss some of these sites in your group and (2) add some ideas for FOW content to the Google Document we looked at last week. Each group has a variety of content to look at: one of your examples is student-oriented, one is a mainstream site that focuses on digital culture, and one focuses specifically on educational technology.

Group 1: Jerk Magazine (Syracuse U), WiredCampus Technology,

Group 2BurntX (U of Texas), MashableDigital Rhetoric Collaborative,

Group 3The Writer’s Bloc (U Maryland), The VergeHASTAC

Group 4Rookie MagazineTech CrunchEdTech Magazine

Group 5MicDailyDot, Educause

As you observe these sites, notice how they are organized/arranged and how that organization produces unique content. Also observe some constants in terms of audience or topics. Finally, keep in mind that we are looking for genres, assignments, or prompts related to digital culture that might interest college readers specifically, but also a variety of writers. Above all, we are looking for sustainable, important programming that is exciting to compose and produce.

Homework for Thursday, 11/30: Planning your project

Now that we’ve shared some examples, I hope you have an idea in mind. The next step now is to map it through a planning document. As mentioned on the assignment page for Unit 3, the planning document is important because it helps sketch your project and strategies for the next few weeks. The following is due in your WRT Google Drive folder before class on Thursday since we’ll use this document in class.

  • Description of the project (100 words): including your title, media chosen, tools required, and a summary of content.
  • Practical goals (bulleted): these are 3-4 learning objectives you plan to achieve by the end of the unit (example: learn the basics of Garageband, write a draft of a critical review of an app, etc.)
  • Ideal goals (bulleted): these are 2-3 goals that would be awesome to meet if you had more time.
  • Schedule: a breakdown of what you’ll do in class and out to meet the practical goals listed above. You might consider filling in a grid like this with your tasks to meet your goals:
Tuesday HW Thursday HW
Nov 28 Nov 30
Dec 5 Dec 7
Dec 12 Dec 14

Reflecting on Unit 2

Let’s start today with a writing prompt:

  1. Find your WRT folder in Rowan’s Google Drive. It should be labeled as your lastname, firstname (i.e. Luther, Jason).
  2. Create a new Google Doc and title it “Unit 2 Reflection.” Write your name and date at the top.
  3. Freewrite on this question for 10-15 minutes:  What is one thing from our conversations in this unit that stuck with you? What will you do differently, if anything, online? What more do you want to know or learn about after this unit?

As we chat about these answers, take some additional notes on this document as this question is one of six you’ll answer for Tuesday.

Materials for reflection

  • Complete the Internal assessment form if you haven’t done so already. Again, this form evaluates your role and performance in your group.
  • Zotero bibliography — see our WRTf17 Zotero group library.
  • hashtag, chosen readings, Twitter questions, counter-technology or technologies — see your group’s Daily Plan.
  • The spreadsheet of feedback from the class that I shared with you yesterday
  • Tweets — download this spreadsheet to view an archive of tweets that used #WRTf17 (or if you struggled to use the hashtag, use TAGS to make an archive of your own tweets)

Unit 3: The Future of Writing Project

On Tuesday we’ll start our final unit, which will ask you to develop a final project that draws from what we’ve learned in the first unit on web literacies and/or the second unit on digital phenomena and counter-technologies to produce content for a webzine called The Future of Writing. You’ll be allowed to draw from a range of programs and digital technologies — audio, video, html — to create this project, but you’ll have to turn it  by Monday, December 18, leaving you about three weeks to complete it. Check out this Google Doc for ideas and add your own.

Group 5 panels

Section 3 // 9:30 a.m. // #catphish/ing

Panel members:  Gia, Nicole, Briana

Hashtag: #catphish/ing

Twitter questions:

Q1: Have you ever heard of “catfishing” before reading the articles?
Q2: How many of you ever used an online dating app (Tinder, Match, OKcupid, etc)?
Q3: Have you ever came across someone who stole your pictures off of one of you social media accounts and used it as their own?


Counter-technology: How to spot a catphish

Section 4 // 12:30 p.m. // #OnlineIdentityTheft

Panel members:  Jade Pinto, Alexis Esposito, Domenica DeSorte, Jennifer Placendo

Hashtag: #OnlineIdentityTheft

Twitter questions:

Q1: What is online identity theft? Does identity theft only have to do with stealing money or credit?
Q2: Do you currently take any precautions to protect yourself from identity thieves and online fraud? What are they?
Q3: Have you ever purchased anything online? What websites in particular do you use often and trust? What forms of payment do you use?



  • Never give your Social Security number or other information to strangers who call, text, or send e-mail messages to you, even if they seem legitimate, as with phony “phishing” e-mail that looks like it comes from your bank. And don’t write your Social Security number on checks (except those you send to the IRS), noncredit applications, or other forms.
  • Never leave your wallet or purse unattended. Don’t carry your Social Security card, rarely used credit cards, or written PINs or passwords.
  • Store financial account statements, medical records, and tax filings in a secure place at home, especially if you let workers or others inside, and shred those documents when you no longer need them.

Group 4 panels

Section 3 // 9:30 a.m. // #activism

Panel members:  Reilly, Britt, Amira

Hashtag: #activism

Twitter questions:

Q1: Do you think #activism is effective in its campaigning? Why or why not? (Reilly)
Q2: Did you hear about the #metoo campaign before reading these articles? If so where/ who did you hear it from? (Britt)
Q3: Why are progressive activists using hashtags on social media as a tactic to form popular phenomenons– Do you see this as a positive or negative form of expression? (Amira)


Counter-technology: Go on Twitter and search #Activism. Find another activism phenomena other than #MeToo and provide a one sentence summary on what the hashtag is used to promote, or speak out against, and what it means.

Section 4 // 12:30 p.m. // #onlinedating apps

Panel members: Dana, Ellie, Stephen, Melanie

Hashtag: #onlinedatingapps

Twitter questions:

Q1: If you’ve ever used an #onlinedatingapp like #Tinder, what types of info did you allow on your profile? If not, what info WOULD you allow?
Q2: Has anything about these #onlinedatingapps ever raised some safety concerns for you?
Q3: What types of #data do you think #onlinedatingapps might have access to?



Group 3 panels

Section 3 // 9:30 a.m. // #cookies

Panel members: Taylor, Amanda, Kim

Hashtag: #cookies

Twitter questions:

Q1: Have you ever noticed #cookies tracking you from one website to another while on the internet?
Q2: What do you know about #cookies? What would you like to know?
Q3: If possible, sharing an example. Do these ads from cookie-trackers impact your future internet history later on?


Counter-technologyEditThisCookie Chrome extension

Section 4 // 12:30 p.m. // #voicephishing

Panel members: Nikkaya, Tom, Julie, Ariana

Hashtags: #voicephishing

Twitter questions:

Q1.What strategies would you suggest to someone to avoid a voice phishing scam?
Q2. Have you ever received a voice phishing phone call? If so which one; fake prize winner, credit card information, fake bank check, or refund scams.
Q3. How often do you input your card information or phone number online?



AT&T Call Protect

Group 2 panels

Section 3 // 9:30 a.m. // #AssistantTech

Panel members: Jessa, Katy, Darien

Hashtag: #AssistantTech

Twitter questions:

Q1: Do you have one of these devices? What made you purchase it?
Q2: If not then why don’t you have one?
Q3: Would you ever consider purchasing one for your home in the future? why/why not?
Q4: Have you considered any devices listening to you when you didn’t ask for it to? Do you have any stories of strange responses?



Section 4 // 12:30 p.m. // ##Likes #Reactions #SocialMedia #MentalHealth

Panel members: Nah’ja, Olivia, Justina, Taylor.

Hashtags: #Likes #Reactions #SocialMedia #MentalHealth

Twitter questions:

Q1: Does the amount of likes you receive on a post seem to reflect your mood?
Q2: How do you feel social media is taking over our lives?
Q3: Do you feel as though the negatives of social media outweigh the positives?


Counter-technology: Space Phone Usage app (see Olivia’s blog)

Group 1 panels

Section 3 // 9:30 a.m. // #RussianTrolls

Panel members: Tori, Melissa, Amanda S.

Hashtag: #RussianTrolls

Twitter questions:

Q1: What do you already know about web brigades?
Q2: Why do you think Russia feels the need to use #RussianTrolls to influence the US?
Q3: Russian trolls have become more popular in the past few years, why do you think it’s grown?


Counter-technology: Botometer

Section 4 // 12:30 p.m. // #doxing

Panel members: Rachel, Joe, Laura, Lex

Hashtag: #doxing or #doxxing

Twitter questions:

Q1: Do you think #doxxing is ever justified?
Q2: What are some cases of #doxxing you’ve heard about in the news?
Q3: Should #doxxing have consequences? If yes, what kind?


Counter-technology: Dox Yourself! (Google Doc)

Organizing & evaluating discussion

Today is our final planning day for panels. I will walk you through the Google Form our class will use to evaluate your work, as well as lead you through a model discussion on the sharing economy.

Evaluating your panel

Let’s take a look at the draft of this Google Form and make adjustments as needed.

Sample discussion: the sharing economy

  1. Chat on Twitter: Google Doc of questions and hashtags.
  2. Read: “In the Sharing Economy, Workers Find Both Freedom and Uncertainty” from a New York Times article published in the summer of 2014. Also see pdf version with annotations.
  3. In-class discussion: Google Doc of questions.
  4. Bibliography on sharing economy: Zotero.
  5. Counter-technology: Google Doc.

Homework for Tuesday, 10/31

Read assigned texts for Group 1 and post comments on Twitter Monday night.

Aligning your plan

Today we are reviewing your meeting notes, providing feedback on your progress so far, then pushing to organize your discussion online and in class.

Review meeting notes

  1. Find your meeting notes in this Google folder and take 5-10 minutes to update this document to reflect any decisions you’ve made since.
  2. Comment on the meeting notes from other groups in our class. As you do, you might consider:
    Pointing out moments that you would look forward to discussing or knowing more about.
    Asking questions — for clarity/knowledge, but also for discussion later.
    Suggesting a counter-technology, or liking one of the options listed
  3. Once you’ve read and commented on others’ meeting notes, regroup to review the comments that other made on your meeting notes. Share any new ideas you gained that might be useful to your discussion.
  4. Add a section at the end of your document called NEW IDEAS that lists them.

Planning for discussion

Once your group feels like it has a strong grasp on your phenomenon, you’ll need to align 4 things:

  • your reading(s), which should get at the complexity, history, and relevance of your chosen phenomenon
  • your Twitter chat questions, which should be focused mostly on our experiences with, opinions about, or responses to the phenomenon
  • your in-class discussion questions, which will be about the phenomenon, but more importantly the reading. These will build from the Twitter chat the night before.
  • your counter-technology, which will go beyond common-sense approaches you’d see on your local evening news broadcast.

By “align” I mean that these four elements should work together and not feel like a potpourri of topics. If you are feeling that way, it means your phenomenon is too broad; try starting with the counter-technology and work backward.

Activity: Choose a reading for your discussion and develop two sets of discussion questions: one set for Twitter and one set for in-class. Aim for 3-5 questions per set. Do this together in a Google Doc that you share with me.

You might want to review the document I shared last week on writing good questions and avoiding bad ones. You also might review the link I shared from Hootsuite on leading Tweet chats. One key suggestion is this one:

Most Twitter chats follow a Q&A format so you should also come up with five to 10 questions in advance, and try to predict answers so you have some responses prepared.

There should be a fair amount of flexibility for Twitter chats to develop on their own, but it doesn’t hurt to be as prepared as possible.

You can also create graphics or GIFs in advance to include in your chat posts, or even turn your questions into graphics to make them stand out in your followers’ feeds.

Homework for Thursday, 10/26

Finish your discussion plans: finalize your chosen reading(s) and have drafts of both sets of questions. We’ll continue to review these in class on Thursday and review the evaluation forms for your groups. Group 1 will lead us off on Tuesday, 10/31.