Blog Post 10

My “viral” post on twitter ended up receiving 2 retweets and 4 favorites. While this may not seem like much, I was actually surprised by this number and fairly happy with it considering I had not been active on my twitter in probably over a year. One audience that ended up providing the majority of my activity was from Sophia’s followers. Sophia was the first to retweet and favorite my post and all the activity but 1 favorite ended up coming from her followers. This audience was not necessarily expected however this was not an unintended audience. The purpose and goal of a viral post is to have it spread throughout multiple audiences to exponentially grow the spread of the post. This post proves that works, because when Sophia, someone who is much more active on twitter, shared the post, her audience was able to view it and respond to it and share it. This especially worked well because most of Sophia’s audience is also within the target audience of college students. I would say that my target audience of college students worked as all of my activity was from college students. I also believe this backs up that Twitter was a good platform for this post as I feel the primary demographic on Twitter are college student aged people.


I feel to make this post go more viral, especially due to my inactive Twitter, I could have specifically reached out to more friends and asked them to retweet it so that their larger followings could see the meme and hopefully interact with it. Social media growth is exponential so if you can give a post a very intentional initial post and do some of the early legwork manually, it will greatly increase its ability and likelihood of going viral.


Blog Post 9 – Viral Meme


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For my Meme, I used a combination of image and text. I used a screenshot from Friends, one of my favorite shows, with the line from the scene captioned over it. In addition, I used text in the caption of post to add to the picture and change the meaning and context of the original image, making it relate more to my life and the life of people who follow me. I chose a post like this because these sorts of posts seem to be very common right now. There are many “me: also me:” posts and posts captioned with a scenario and an image responding to the caption, like this one. The meme is referring to the stress of the end at the semester that students face. This is something that my friends and I experience quite a bit right now so it is very relatable. Because of the subject matter I decided to post this meme on my twitter account, as most of my followers are other students. The image, which shows Ross saying he will be okay, when he is clearly in distress, does a great job of summing up most student’s attitudes right now.

I made the choice to not mention anything about sharing the post so that I can see how it spreads organically. My twitter is fairly inactive and most of my followers are from high school so it may not be the most accurate representation, however in theory I feel that this is the best platform for a post like this. Twitter tends to be a place where young people vent their feelings and “first world problems” and I feel that a post like this would do the best on this platform over Instagram, Facebook, or another social media platform.



In Class Writing – Nov 28 – Maps

—What are the affordances of maps as a genre? What does it do that other genres can’t?

Maps offer authors the unique ability to visually represent the 3D landscape of our world on a 2D plane. It allows viewers to see the correlations between different locations and better understand the world around them from a perspective that is impossible to see from the ground.

—What’s the relationship (or a relationship) between a map and space (i.e., location)? How do we make sense of these things in relationship to each other?

In most cases, maps do not allow the viewer to actually understand what a place is like. In many cases (with the exception of some modern maps like google maps), the map does not show images of the locations it represents, and almost never does it show the people that live or interact with that space, or how they interact with it. Rather, maps show locations in reference to other locations, in order for us to understand where these spaces are in our world.

—What does gathering data, presenting it spatially, and creating/designing maps tell you about writing, literacy, and rhetoric, writ-large?

When creating the map for this project I realized that there are many compositional choices to be made while map making. Map makers must decide how much detail to include. On our map we had to decide how many roads we wanted to show, and decided to leave out the majority of smaller and more minor roads, however on other maps this may be crucial information. Further, details such as town names, water features, topographical information, and more must all be considered when creating a map. In addition to these geographical decisions, map makers must also decide how to visually represent whatever their map is attempting to show. All of these decisions are deliberate and should be considered based on the audience that will be viewing the map and the purpose of the map, just as authors of any other means of text must do. This reinforces the importance of composition, audience, and media used to create texts, that we see throughout writing, literacy, and rhetoric at large.

—What suggestions do you have for improving or otherwise revising this unit? (Things you’d like to see, things you’d like to do, how better to support your learning, etc.)

I think that this is a good unit! One suggestion that may or not work well is that it may be interesting to show some examples of non traditional maps (artworks, sculptures/3D maps, etc) so that students might be more inspired to create maps that are not as traditional. This may lead to some more interesting and varied results.

In Class Writing Nov. 2

To be completely honest, I have not done the entire portfolio from start to finish yet as I used my 48 hour extension, so I cannot speak to the portfolio as a whole, however I can speak to what I have completed so far. The portfolio process is a lengthy one, going back through all your work and trying to refresh yourself about what it was and then editing it, however I think it is a good process. The drawback for me is that it creates a lot more work, because in many ways editing these writings is almost as much work as doing them the first time, so it doubles the workload in general. It is nice to be able and edit things that you have done a while ago though, because it gives you a chance to refresh yourself and reflect on the work you did which I think enforces the whole point of it more. It is also nice to come back to the work that you did early in the semester now that we have learned more about media and have more knowledge to draw from.


I think the best way the portfolio is helpful is for the major projects. Having a chance to edit these means that you can see the effect it had on your audience and compare that to your desired effect. If the effect was not what was desired then you can make the appropriate changes to have a more effective piece. An example of this is the Trump quote in our audio project. This did not really have the effect we hoped it would and we have decided we are going to take this piece out and hopefully it will strengthen our piece as a whole.

In Class Writing Oct 24

—What are the affordances of sound as a mode? What does it do that other modes can’t?

I believe that sounds biggest affordance is its ability to evoke emotion. I believe it does this better than any other mode. For one, sound offers the ability to capture the tone and delivery of a human voice, something that can create and emphasize, or suggest certain emotions in a way that nothing else can. Music also has a very innate ability to evoke emotion. While I am not certain, I think that music may be a big reason we associate sound with emotion. Songs have been evoking emotions in people for hundreds and thousands of years. Sound compositions, whether they be solely audio or a video piece with audio included, offer the ability to have soundtracks in the background that can build on the composition and create more intense emotions.

—What’s the relationship (or a relationship) between audio and space (i.e., location)? How do we make sense of these things in relationship to each other?

Some sounds have very direct correlations with space. If you view an image of a city and have spent a lot of time in one, you probably imagine the sounds of the hustle and bustle of the city, the dull roar of people talking, air conditioning units running, and cars driving, interrupted by the piercing sounds of car horns and emergency sirens. Conversely, if you are from the country, like myself, you probably associate complete silence interrupted only by the sound of a cricket chirping or leaves rustling with a summer afternoon lounging in your backyard. I believe every space has an associated sound for everyone, however these sounds may differ depending on our personal experiences. When you start to manipulate these sound and space relationships I think you can create some interesting outcomes.

—What does recording, editing, and/or recombining audio tell you about writing, literacy, and rhetoric, writ-large?

When recording and editing audio there are many points in which you have the power to alter the final message and outcome of the piece. The way you record audio can play a huge role (are their background noises, recorded in a soundproof studio, etc?). Further, the composition and way you blend these recordings will greatly affect the emotions the final piece provokes.

—What suggestions do you have for improving or otherwise revising this unit? (Things you’d like to see, things you’d like to do, how better to support your work in Audacity or learning audio editing, etc.)

Blog Post 7

It would be hard to make every single assignment and every single aspect of any class completely accessible, especially one focusing around different forms of media and writing such as WAM. One specific part of the WAM course that is currently multimodally inhospitable, that I believe could be changed fairly easily, is the audio manipulation project. My proposal would be to change this “audio manipulation project” to a “digital manipulation project.” Some of the articles we read in preparation for this project discussed digital manipulation that included video files, such as the work of Dirty New Media. If some more articles revolving around video manipulation were included, I feel it would be wise to offer students the option to manipulate audio or video. By doing so, students with hearing disabilities could choose the video method, and students with sight impairments could do the audio project.

If the project was created to have this option from the beginning, articles were read in preparation for both, and the entire class had the option to do either mode of manipulation, then this would not be a retrofit, but rather a change in curriculum. This change could proactively prevent any issues in the future if a sight or hearing impaired student takes WAM.