Archives for the Month of September 2007 on Sarah Garriott's Online Journal
Blog Four: Writing in the Physical and Virtual Realms
This week, I turn my attention from the writing that we wear on ourselves to the writing that informs and defines us as students at the university. A walk around the Case campus reveals that we are quite literally surrounded by writing; it is visible on flyers, plaques, and even the ground beneath our feet! What is less obvious at first glance is the writing which takes place online, adding a second dimension to the Case community. The university’s presence is not limited to the physical boundaries of University Circle, then, but is extended into the virtual realm. The writing that exists within the two realms is, however, substantially different, and plays two distinct roles in the life of the student.
The writing which dots the physical landscape of the university serves a very functional purpose, conveying messages to us about the surrounding environment. Writing on statues, benches, and buildings tell us of the university’s history. By simply reading the words which mark the “Kelvin Smith Library”, one learns that a certain individual named Kelvin Smith played an important role in this history. (By further, one learns more of his role.) Similarly, the writing which denotes “Mather Quad” speaks of ties between Case campus and the former women’s college. In addition to informing us of the past, writing on campus also informs us of the future by advertising upcoming events and opportunities for students. From flyers announcing the freshman class barbeque to sidewalk chalk notes promoting Greek Life activities, writing plays a vital role in communicating information to the student body as a whole. The last role of writing around campus, and perhaps the most basic one, is that of directing us. Just as writing helps to put the university on the map, writing helps to map out the university for us. Signs in the Millis Science Center guide visitors to Schmitt auditorium, while words sprayed on the walkways point lost freshman to important buildings such as “Thwing”, “Wade”, and “Strosacker.” Writing around the Case campus thus speaks to a public audience, and serves a practical purpose in the lives of the students.
In contrast, the writing that takes place in the virtual context is more personal, and allows us to respond to our environment. A number of websites exist which allow students to create virtual identities and voice their opinions. One such site, ratemyprofessors.com, allows students to do exactly as the title suggests: to “rate” their professors in a number of areas, from clarity to helpfulness. Whereas in the “real” university, professors use writing to grade and give feedback regarding students’ work, in this “virtual” setting students use writing to grade and give feedback regarding their professors. The reason that this kind of expression is possible is the second reason that the virtual university is different than the real one: a difference in audience. Whereas writing around the physical campus is composed with a broad, public audience in mind, writing online tends to be written for a smaller, more select audience. The fact that reader is not visible fosters a sense of “privacy” and divide, allowing the writer to share thoughts that might otherwise be withheld. Certain sites allow the writer to essentially “choose” their audience, which enhances this feeling. An example is Facebook.com, which allows the user to control who may see their personal profile, as well as which parts of their profile are displayed. Thus, the writer may manipulate both their audience and identity, which leads to the third discrepancy between the real and virtual realms.
Writing in the virtual context allows us to portray ourselves as we would like, thus allowing us to express ourselves while creating (or reinventing) our identity. We may select what we say about our lives, activities, and passions, as well as what we do not say about them. The name of one popular networking site, MySpace.com, suggests the freedom in this process, as each user works to create “MySpace” and thus “MyIndentity” in the virtual world. Websites such as SecondLife.com take this idea a step farther by allowing users to write their own existence as they create a character (which may or may not resemble themselves.) This creates a unique environment in which one is free to be open and honest, while also having the freedom to experiment to explore the virtual setting.
While writing is essential to both the physical and virtual life of the university, it takes on dramatically different roles in each. Yet each is equally valid, as one serves functionally to instruct us, and the other form serves us in a personal way, allowing us to react to our surroundings, as we simultaneously create our own self.
What Does Your T-Shirt "Say" About You?
In my last posting, I spoke of the way that writing in our environment plays a role in our lives as students, as well as the way in which it serves as an outlet for expression. Now, I turn my focus to an even more personal form of writing − the writing that we display on ourselves through our clothing. Looking around the university, one can view an assortment of phrases prominently displayed on students’ t-shirts, sweatshirts, and in some cases, sweatpants. But why do people wear choose to wear these sayings on themselves? And to what extent are these messages noticed by others? These are questions which I sought to answer through a series of short interviews with twenty freshmen at the university. In selecting participants, I interviewed ten males and ten females, making an effort to choose a random, representative sample from each group so that generalizations might be applied to the student population as a whole. While some variety existed, their answers were strikingly similar in certain crucial areas. The students’ answers point to the fact that not only can the message one conveys through their clothing make a statement about the individual, but it can also influence the way in which one is judged by his or her peers.
The first question which interviewees were asked to respond to was whether they wore clothing that displayed some form of writing. An overwhelming majority or 95% answered affirmatively. The nature of the writing fell into common categories such as name brands and logos, sports teams, school and club-themed writings, personal interests, and humorous sayings. When asked why they chose to display these messages, the responses began to differ. Some students stated an interest in personal expression, through shirts which advertised their favorite products, commemorated favorite vacations, or made quirky statements (such as “I Love Carbs” and “Pale is the New Tan.”) Others said that they wore messages in support of a group which they were affiliated with, or a team which they supported. (Swim team t-shirts and football jerseys both fell into this category.) Yet a third category of students either failed to cite a particular reason for displaying messages, or cited reasons of convenience in choosing the clothing, such as “because the university gave me a free t-shirt.” The majority of students, however, stated that they felt the message on their clothing represented them in some way (75%), with 70% of males and 80% of females agreeing. But does an active audience exist for these representative writings?
The second half of the interviews sought to explore the effect which these clothing messages have on the viewer. The results were astonishing. Of the twenty students interviewed, all twenty responded that they did indeed read the writing on others’ clothing, regardless of whether they themselves thought their own clothing was representative. Furthermore, 75% felt that the writing on others’ clothing revealed something about that person, while 80% stated that there were circumstances in which they would judge others based on that writing. While women were twenty percent more likely to pass such judgment, the majority of men agreed that the message one displays could lead them to stereotype or make negative assumptions about the individual’s personality. Women highlighted sexually suggestive text as being especially unattractive, and also mentioned the use of brand names (such as “Abercrombie and Fitch”) as factors by which they might categorize an individual, labeling them as “preppy” or even “fake.”
If these interviews are indeed reflective of the student population, then it is evident that the messages that we display on our bodies become extremely personal. Not only is clothing a medium in which we display our affiliation a group or idea, but it becomes one through which we consciously or unconsciously portray part of ourselves to the world. Other individuals in the world do pick up on these cues. It is essential, then, that we stop and consider whether we are sending a message which represents us in a way we would authentically desire to be perceived. For as one interviewee put it, the message on your shirt must represent you “if you care enough to wear it around all day.” Right?
Data Gathered from the Interviews:
Female Responses: Download file
Male Responses: Download file
*Video Clip from "Office Space" which further illustrates the way in which what we wear sends a message to others around us:
**Video clip courtesy of YouTube.com
**Calvin and Hobbes comic by Bill Watterson, courtesy of Jyte.com
Blog Assignment Two: Writing in the Residence Halls
Everyday at the university, we are bombarded with hundreds, if not thousands, of words fighting for our attention. They come in the form of signs, pamphlets, posters, and sticky notes; flyers, bulletins and dry-erase boards, all vying to be read. View image Writing does not end in the classroom, then, but touches our personal lives. One might ask, but what purpose does this writing serve? What types of writing are we viewing on a daily basis? And how are we contributing to this linguistic environment ourselves? These are important questions to explore, since the words that we interact with in a daily, personal way help to shape us. We are being influenced both by formal writing directed towards us as students, as well as by the informal writing which we use to communicate ideas amongst ourselves. The writing surrounding us “at home” thus defines us, both as part of a larger student body and as unique individuals.
As students living in the residence halls, we encounter writing posted for the good of the larger community. These formal writings may perform basic functions, such as designating which restroom is for “Men” and which is for “Women.” They might also clarify the method for performing a basic function, such as “Washing Your Clothes in 4 Easy Steps!” View image
Given the temperamental nature of the elevator in Storrs House, residents may have found the emergency instructions on the inside door to be similarly helpful. In addition to instructing us on what to do, there are several writings warning us what not to do. In My Freshman Year, Rebekah Nathan observes that during her residential experience, “The biggest category of displays… dealt with psychological and physical health, as well as threats to health,” thus noting these warnings’ prominence throughout the halls. This is not unique; in Storrs House a bulletin board is dedicated to marijuana, alcohol, and other addictions. The bathroom stalls have even become a source of information on sexual assault and prevention, thanks to a large poster strategically placed there by the university. We are surrounded by formal writings which seek to promote our safety and well-being, and which further define us as students in a larger community.
There are also more personal types of writing directed towards us as members of the residential community. Individual halls post rules to encourage cooperation and consideration among inhabitants, which we are expected to follow. Bulletin boards and flyers inform us of upcoming meetings and events, encouraging us to get involved in campus life. These messages help define us as part of an active student body, and invite our response. Perhaps most intriguing, however, are the messages on the walls of Storrs ’ fourth floor. Printed from postsecret.com, they are anonymous secrets. Some are amusing, while others are thought-provoking. They all, however, speak to a sense of community by reminding us that whatever our secret may be, we are not alone in having one. Eventually, fourth floor residents may respond with their own secrets. Surrounding messages can thus speak to us on an official or on an emotional level while working to foster a closer community. View image
If messages directed towards us help to define our community, then the way in which we contribute our own messages helps to define us as individuals. Whether by responding to an intramural sign-up sheet, leaving a sticky note on someone’s door, or scribbling our cell number and “call me” on the dry erase board, these are ways we say, “I am here, and this is want to express.” While the methods and style of our writing varies, we write to communicate ideas, and to define our space. This carries on the theme presented in They Say/I Say by Graff and Birkenstein. The formal writings directed at us in the residence halls tell us what “They Say” we should be aware of as students, while our informal contributions allow us to respond to our environment with what “We Say,” thus personally engaging in a written dialogue in our own lives.
Examples of Student Expression in the Residence Halls:
Dry-Erase Boards-
"inside jokes" View image and messages View image
Community Boards - View image
Notes on Student's Desk; Personal Inspirations - View image
