wordles of the #on911 hashtag: a brief analysis

As readers know, I am quite interested in Wordles and how they challenge out understanding of texts. I thought it would be interesting to create a Wordle of the tweets posted with the #0n911 hashtag. To gather the tweets, I tried to use Yahoo Pipes so I could filter out common operation words that Twitter adds to tweets. As usually happens when I put a Twitter feed into Yahoo Pipes, it returned nothing. So, I went to the #0n911 TwapperKeeper archive created by @jcmeloni, copied 1123 archived tweets as plain text, pasted it into Microsoft Word, and replaced “tweet,” “id,” “Fri,” “Thu,” “Sep,” and “on911” with space holders. (I chose to remove “on911” because with at least 1123 appearances in the text it would overwhelm the Wordle. I then copied the text and pasted it into Wordle. Below are Worldes with 1000, 100, 10, and 1 words (all horizontal, rounded edges, Coolvetica font, all lower-case):

worlde with 1000 words

wordle with 100 words

wordle with 10 words

wordle with 1 word

The Wordles reveal quite a bit, and not just about what people were doing that day. It is not surprising that people were at work or in class (the second most popular word in all the tweets with 150 mentions). That 2nd and second are larger than 1st and first  suggests that more people saw the second tower either hit or, like myself, turned on the TV only to watch in horror as it fell (you will recall that the second tower hit fell first).

Yet, the Wordles also suggest something about out attachment to media. It is no surprise that people turned to their TVs to learn about the event. It is, however, startling to see TV as the word that had the most mentions (193). This suggests that twitterers are remembering the event through the medium in which we saw the event, and the medium itself is extremely important when conveying memory of the event. The medium mentioned locates us within a time period; it clarifies where we were and what we were doing. It framed our understanding of what took place, just as it is framing our memory of it now. TV, the medium, was and is the message, as the saying goes.

Further, the Wordles reveal something about how we are using current online communication media, and Twitter specifically, to share memories. I was pleasantly surprised to see “rt,” or re-tweet, included in the top 10, with 114 mentions. On Twitter our texts are distributed when our followers re-tweet them, giving them a wider audience. It seems that something more might be happening here with memories of where people were on 9/11 being re-tweeted. It suggests a desire for a shared experience in memory. The medium of Twitter is providing people with an opportunity to do that, and as a result, it, like TV, also becomes part of the experience of remembering the event.

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what the web looked like on 9/11

Many TV and radio pundits have mentioned that this is the first 9/11 anniversary for President Obama and are scrutinizing his every statement, bowed head, and solemn look. But this 8th anniversary of 9/11 also marks the first anniversary of the event on Twitter. Or, more correctly, it marks the first time when Twitter has a substantial user base. As would be expected, people are writing where they were on 9/11. I woke up to these tweets from @timkarr:

Tim Karr's tweets about 911
The #on911 hashtag has quickly emerged as a preferred hashtag with over 500 tweets (as of this writing) since this one posted by @mixtapetina 7:32 AM Sep 10th:
Mixtapetina's tweet with the #on911 hastag

On 9/11/2001 I was in the office of the Computer Writing and Research Lab at the University of Texas at Austin, preparing for my Introduction to Web Development course. A student walked past the office and told us that a plane had hit World Trade Center. We immediately went online to see what was happening. CNN and the other news sites were down. I walked to the student center where I knew there was television. To make a long story short, I canceled class, and rushed home to be with my then-girlfriend, whose brother is in the NYPD and for whose safety we feared.

Soon after getting home, though, I started to think about the news sites being down. I began taking screen shots of the sites and continued to do so throughout the day. Here is a smattering of what I was able to archive:

cnn home page, no time give
cnn home page, no time give
abc news home page, 10:16am
abc news home page, 10:16am
cnn home page, 11:20am
cnn home page, 11:20am
msnbc home page, 11:20am
msnbc home page, 11:20am
cnn home page, 2:37pm
cnn home page, 2:37pm
cnn home page, 11:35pm
cnn home page, 11:35pm

The screen shots (as well as TV and radio coverage immediately after the attack) reveal much of the confusion and shock experienced by the media on September 11, 2001. This is most apparent in CNN’s 2:37 pm home page, which is, amazingly, a template for an inner page story. One can imagine the chaos in the web department for this page to have been mistakenly put up as the CNN home page.

Later that semester (or perhaps the next) I began working on an ambitious (and never-finished) project in a course with the late-John Slatin:

The project Web site is broken into three sections: radio, television, and web sites. Each section was structured by a time-line of the events (television has no times because I never started constructing that section):

timelines for the three sections of From Shock to Spectacle

I wrote in the opening paragraphs of that project:

One thing became clear in the moments and hours following the terrorist attacks of September 11, 2001, on the World Trade Center and the Pentagon: the newscasters and, by default, the news organizations themselves, were in a state of shock. Their shock was seen and heard in their television coverage; it was heard in their radio coverage; and it was seen in their web site designs. Instead of the confident, precise assurance and reassurance that comes from prepared scripts, newscasters watched with the same incredible disbelief as the viewers, showing in one of those rare moments that they are, after all, humans, and that the news is, after all, produced by people with emotions and families. . . .

In watching the news, listening to the radio, and looking on the Web, each one of us was attempting to learn more about what happened as a way to try to gain a greater understanding of what the people who died experienced. But that act of watching more TV, of listening to more radio, of searching more of the Web, takes us further and further from the event because each new image we see, each new eye-witness account we hear, or each new online memorial we look at is simply a remediation of the event. And in the act of watching and listening we become more conscious of two very important things: the medium itself and the effect it is having on ourselves. We are now not only further from the actual event, but have become part of the drama, of what Guy Debord calls the spectacle: the spectacle is “the very heart of society’s real unreality. In all its specific manifestations – news or propaganda, advertising or the actual consumption of entertainment – the spectacle epitomizes the prevailing model of social life” (13). For Debord, “All that once was directly lived has become mere representation” (12).

From Shock to Spectacle: Remediating the Terrorist Attack of September 11, 2001” is now again online, though only portions of the web site and radio sections have been completed. Much of the text is filler, but all the screen shots I took on 9/11 and the early hours of  9/12 are online, as are some of the transcripts and audio recordings.

I’ll be curious as to what you think about the site and the brief ideas discussed within it eight years into the events remediation—a remediation that now includes all the #on911 and Sept 11 memorial tweets.

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shingles, act 1, open for comments

Those who follow my Twitter stream know that I have been working on a play. I started on it toward the end of August, 2008, writing a variety of scenes in no particular order or overall understanding of just what the play was going to be about. I had lots of ideas, so I tried to get them down as much as I could. The last thing I did was write a summary of Act 1 and some general ideas about the play as a whole.

Knowing the realities of the school year, I decided that I would use the month of August to work on the play. This would give me the time during the school year to effectively teach and do research. It would also give me the months of May, June, and July to work on more professional endeavors. An unanticipated benefit is that it has allowed me to think about the play off and on over the course of the year, refining ideas, coming up with new one, and so forth.

For the last two weeks I have been working on the play pretty much non-stop. It has been an exciting process. It’s the first play I have seriously worked on since the one act play I wrote for my Master’s thesis. That play was called The Salon (and it shall remain hidden from the world). I had some half-baked half-researched ideas in the late 90s. This one is called Shingles. The play employs the word “shingles” literally in terms of the things that are used on roofs as well as the disease Shingles. But it is also a metaphor for pieces that make up a whole, or a patchwork. There is a significant amount of anachronism.

Only one scene that I wrote last August appears in Act I—and that scene has been significantly revised based on conversations I have had with a Iraqi now living in the US who for 5 years worked as a translator for the Marines. I am quite grateful for his help. How I was connected to him is an excellent example of the power of Twitter. A few weeks ago I tweeted that I was looking for someone who might be able to help me translate a few lines. I received numerous responses, the first of which came from @bigmotaha. We DMed a bit. I emailed him my draft. He left a message on my work voicemail, sharing his ideas. We emailed a bit and he then put me in contact with a friend of his, Z.S., who was a translator. Z.S. and I spoke a few times on the phone. He helped me better understand what happens in Iraqi when houses are raided. We also spoke about some of his experiences (which would make for an incredible book.) He translated the English into Arabic and back into English transliteration.

I have decided post the play online as a PDF and on Google Docs for a limited time for a number of reasons. The primary reason is that I don’t really have a local audience to bounce ideas off of. As a result, I thought I would see if I might be able to create a kind of virtual workshop online (my only reader, @wendyjs007, who helped me quite a bit with the medical lingo, is biased and knows me too well). I’m open to (and really want) any and all comments that you have.

I’m quite excited about where the play is heading and I’m excited about the possibility of talking with you about it.

PDF version of the play.

Google Docs version, which allows for in-text commenting. Note that some formating was lost when uploading the document.

Update 6:36 pm: I just finished re-reading a printed version and I see there are a few typos. I’ll update the documents later today.

Update 8/15/09 6:38 pm: I have updated the documents.

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possible collaborative writing assignment for grad class

This semester in Writing for Electronic Communities I would like to try a collaborative writing assignment that uses a wiki or GoogleDocs. I’ve never done a collaborative writing assignment before. The assignment would have the following goals:

  • introduce students to wikis and/or Google Docs as a collaborative writing space as distinguished from blogging and micro-blogging
  • challenge students’ conceptions of authorship
  • think about how online spaces can help to construct the written text
  • provide a space where students can explore the course and other related texts in academic prose over a period of time

Here is what I have in mind for the assignment.

  1. In week 2, one student would compose a 3 – 5 page essay that addresses the overall theme of the course and builds on ideas that I originally compose in terms of the first text read for the class (most likely Vaidhyanathan’s Copyrights and copywrongs: The rise of intellectual property and how it threatens creativity).
  2. In week 3, another student builds on/complicates the first student’s essay by revising/writing about/adding 3 – 5 pages of ideas by the 2nd author read for the course. The second student, however, can use the internet and get any help they can for writing the plot, as it has to be complex.
  3. This continues until we have completed the required readings.
  4. Every 3 weeks we would revisit the essay in class and discuss where it is going, how it has changed, and so on.
  5. The resulting text becomes a reading itself, where we will discuss it in terms of its content, its revisions, and what it was like to write the text.
  6. The text is then revised over the course of the next week or so in terms of the discussion we had in class.
  7. The end product would be a 20 – 25 page paper that explores the central themes of the course using the required texts as sources. Perhaps students could also/would be required to cite from their own blog posts and tweets. (And if I do the API project I have in mind where students query an API and do some research with it) perhaps that could be worked in, as well.
  8. I then write an introduction to the essay and an analysis of the content, and it gets published somewhere.

There are, of course, a number of things that could go wrong with such a project. I can envision great success and untamed chaos. Perhaps both simultaneously but I will find assignment writing help if it becomes too chaotic for me. But from this brief bit, what do you think about it? What possible positives and negatives do you see? Would you use a wiki or GoogleDocs? What other questions do you think I should consider? Thanks, as always, for your comments.

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