Class, Mon, 4/24

Profile of a Digital Writer

  • Fastwrite: Who do you plan to profile? What do you hope to learn from this person?
  • Interviewing Tips: Fenton and Lee
  • An Example: Kate Harris

Writing: Remediating

To Do

  1. Wed, 4/26, class: Read Fenton and Lee, chapter 11, on “The Revision Process” (pp. 147–55.)
  2. Thurs, 4/27, 10:00 am: Post your profile to this site.
  3. Fri, 4/28: No class.
  4. Fri, 4/28, and Mon, 5/01: Conferences with Joe.
  5. Thurs, 5/04, 10:00 am: Post your remediated piece to this site.

Class, Fri, 4/21

Writing as a Social Action

Fastwrite: Pick two posts from your classmates that you’d like to talk about. One should focus on a successful attempt to use social media to contribute to a public conversation; the other should focus on an attempt that illustrates some of the problems in trying to do so.

Interviewing Tips: Fenton and Lee

To Do

  1. Mon, 4/24, class: Identify the digital writer you want to profile and set up a time to talk with them. I’ll ask you to share who you’ll be profiling and why in class. We’ll also talk about how to compose interview questions with your particular person in mind.
  2. Wed, 4/26, class: Read Fenton and Lee, chapter 11, on “The Revision Process” (pp. 147–55.)
  3. Thurs, 4/27, 10:00 am: Post your profile to this site.

Class, Wed, 4/12

Fenton and Lee, Voice and Tone


  • Fastwrite: Do the “This But Not That” exercise that Fenton and Lee outline on pp. 66-67, in regard for how you’d like your voice to be heard in your posts for this course (and perhaps more generally online). Try to come up with at least five pairings.
  • Groups: Compare your lists. As a group, create a set of attribute cards for online writing. (See Fenton and Lee, p. 68.) See if you can come up with at least 10 cards.


List four or five terms that describe you as a reader of the posts on this website. (You can describe either the attitude you bring toward reading the posts, or the affect they typically have upon you.) Write each one on an index card. I’ll collate these terms, and we’ll see if we can use them on Friday to outline the parameters of an authorial tone that seems appropriate for this sort of writing.

Writing: Writing as Social Action

To Do

  1. Thurs, 4/13, 10:00 am: Post your response to Ronson (and boyd and Carr) to this site. Read and comment on the posts by the other members of your group.
  2. Fri, 4/14, class: Discuss your group’s posts. Pick one to present to the class on Monday. I’ll bring in the list of terms describing authorial tone in online writing, and we will discuss those as well.

Class, Mon, 2/20

Media Feeds

Writing in a Digital Space

With thanks to James K, Ashley M,  Katie F, and Amanda D.

  • What might we learn from the featured posts about how to write on a site like this?
  • What advice can we formulate about writing effective links?

Fenton and Lee, Nicely Said

Please locate a passage in the first chapter where the authors offer some advice that you think you can put to use in your work for this course. We’ll talk about what they have to say.

Second Response to Carr

To Do

  1. Wed, 2/22, class: Finish Carr. Locate a passage in the second half of his boot that helps you respond to the feeling of distractedness that he suggests characterizes our time. Please also take an image related to The Shallows and/or this class and post it to our Instagram feed.
  2. Thurs, 2/23, 10:00 am: Post your second response to Carr to this site.
  3. Fri, 2/24, class: Read and post comments on the pieces written by yur group members.
  4. Mon, 2/27, class: Read pp. 1–100 of danah boyd’s It’s Complicated.