SYLLABUS: 01:615:191:90 LINGUISTICS, THE INTERNET, AND SOCIAL MEDIA SPRING 2018

Course Overview

Instructor Instructor: Prof. Crystal Akers

Email address: [email protected]

Office hours: Variable; check Sakai announcements for weekly drop-in days and times. Also available by appointment, including online using Google Hangouts or Skype.

Course Delivery This course is fully online and asynchronous. To access the course, please visit sakai.rutgers.edu . For more information about course access or support, contact the Sakai Help Desk via email at [email protected] or call 848-445-8721.

Course Description With its acronyms, abbreviations, emoticons, emoji, and memes, the language used on the internet can seem wildly different from writing and speech elsewhere. Will emoji spell the end of written English as we know it? How does the language we use in social media reflect variables like age, gender, and our relationships with others? And how does the language used on the internet today compare to its forms in the recent past?

In this online, asynchronous, 1.5 credit course, students will examine “internet language” – the forms of electronically-mediated communication from email to IM, texts to tweets – to understand its affective and social functions and how it relates to other forms of written and spoken English. What linguistics is and how linguists study electronically-mediated communication will be examined throughout the course, using scholarly and popular sources covering topics including grammar, pragmatics, and variation and change. By the end of the course, students will develop a familiarity with the research methodology linguists use to study language use in social media and the internet and employ these methods to briefly investigate current usage of “internet language.”

Prerequisites • None Important Dates • The course begins on 3/5/2018 and ends on 4/30/2018. • The in-person final exam will be held on Thursday, 5/3/2018 and Friday, 5/4/2018 in room 1210/1220 of the Rutgers Academic Building . Three sessions are available: Thursday May 3 from 4-7 pm, and Friday May 4 from 8-11 am and 4-7 pm. Please contact me immediately if you have a conflict with this date or time. Course Learning Objectives By the end of this course, you will be able to: • discuss how internet language evinces at least three different linguistic concepts, which may include grammar, pragmatics, linguistic variation, or the social and affective functions of language use • evaluate popular or sensationalist claims about internet language objectively and knowledgeably • apply different methods to investigate current internet language use Department Learning Goals Met By This Course • Students will demonstrate knowledge about language in the world including a sophisticated understanding of linguistic and cultural variation • Students will evaluate popular views on the nature of human languages and their speakers

Course Materials

Required Texts, Videos and/or Website Materials Most of our required resources are in the public domain and can be accessed from links provided in the syllabus and course site. Others may be accessed on Sakai.

Optional Resources Additional resources are linked in the “Optional Resources” section at the bottom of each Sakai unit page.

Technology Requirements

Baseline technical skills necessary for online courses • Basic computer and web-browsing skills • Navigating Sakai

Technology skills necessary for this specific course • Collaborating on VoiceThread • Recording, editing, and uploading video

Required Equipment • Computer: current Mac (OS X) or PC (Windows 7 or newer) with high-speed internet connection • Webcam: built-in or external webcam, fully installed • Microphone: built-in laptop or tablet mic or external microphone Required Software • Microsoft Word

Assessment

Assignment Summary Below are the assignments required for this course and the value of each assignment to the course grade as a whole. Please refer to the course calendar (on Sakai) and/or the course schedule (below) for specific due dates.

Assignment Percentage

Quizzes 15

Discussions 30

Collaborative Research 30

Final Exam 25

Total 100 See course schedule, below, for due dates.

Assignment Overview

Quizzes There will be three quizzes, each contributing 5% toward your final course grade. Quizzes will assess your understanding of linguistics and research methods topics that we examine in this course. Quizzes will be available from Monday through Wednesday, and you will have 90 minutes to complete the quiz once you begin. You are not permitted to consult with others as you work, but you are expected and encouraged to refer to the course materials as you take the quiz.

Discussion Frequent interaction is vital to building an online learning community. In our course, interaction will primarily take place in five small-group and/or full-class discussions that contribute equally to this grade category. Each discussion will require you to more closely examine the topics from the week’s required resources and to practice applying key terms related to linguistics concepts or research methods as you respond. I encourage you to review the Discussion Rubric, posted on our course site, as you work on your discussion posts.

Collaborative Research While the general linguistics concepts we study are enduring, the specific phenomena that characterize internet language at any given time may be fleeting. For that reason, you will have several opportunities to collaborate with other students to collect data on internet language use today. There are five separate tasks in the collaborative research category, which contributes 30% toward your final course grade. One task involves a full-class crowdsource of linguistic data from public Twitter accounts. The other four tasks are part of a collaborative research project. All five tasks are described below, along with the percentage that each task contributes to your final course grade. Please note: the collaborative research we do is not “group work”; the grade you earn on each task will be based only on your own individual efforts.

• Data Collection Crowdsource – 5% You will compile linguistic data from a public Twitter account or other approved public social media and contribute your data to a class Google Sheets spreadsheet. We will use this data to compare current language use on social media with the results from an older study on language used in text messages and IM that used similar methods.

• Collaborative Research Project: Survey Comments and Sign-Up – 3% The main collaborative research project will involve collecting data using a Google Form containing survey questions modelled after a study we examine in the course. In this task, you will select from several Google Form survey options to choose a study that most interests you; everyone who chooses the same study will form a “collaboration.” You will be asked to leave comments for the survey owner as part of your grade for this task. (See the Extra Credit section for information on being a survey owner.)

• Collaborative Research Project: Survey Report – 2% To ensure that the Google Form survey receives enough responses to be meaningful, all members of the same collaboration will need to distribute the Google Form link to people they know, such as via social media or by directly texting or emailing links to friends and family. In this task, you will let me know where you have distributed links to the survey.

• Collaborative Research Project: VoiceThread (VT) Comments on the Results – 5% The survey owner will create a VT slide showing the results of the collaboration’s survey. Each member of the collaboration will leave comments or questions on the VT. Use this opportunity to discuss the research with other members of your collaboration to prepare for your individual final report on the project.

• Collaborative Research Project: Final Report – 15% In this 2-3 page report, you will be asked to discuss the research undertaken by your collaboration and how it relates to linguistics concepts or research methods examined in the course. Final Exam The final exam contributes 25% toward your final grade. The exam is cumulative and questions may be like those seen on the quizzes. Short answer questions may ask you to apply some of the same reasoning as you practiced in the discussions.

The in-person final exam is a 2.5 hour, in-person, closed-book exam held on the New Brunswick campus, in room 1210/1220 of the Rutgers Academic Building at 17 Seminary Place on Friday, 12/15/2017. One session is available for sign-up: 4:00 – 7:00 pm. Use the Sakai sign-up to register for an exam session. Contact me immediately if you have a conflict with this time.

Grading Scale (Source: Rutgers standard undergraduate grade scale)

Grade Range

A 90 – 100

B+ 85 – 89

B 80 – 84

C+ 75 – 79

C 70 – 74

D 60 – 69

F Below 60

Student Participation Expectations Because this is an online course, your attendance is based on your online activity and participation. The following is a summary of everyone's expected participation:

• Logging in: AT LEAST TWICE PER WEEK Be sure you are logging in to the course in Sakai each week, including weeks with minimal online course activity. (During most weeks you will probably log in many times.) If you have a situation that might cause you to miss an entire week of class, discuss it with me as soon as possible. • Time Commitment To be successful in this course, you should plan to dedicate approximately 8-10 hours per week.

• Final Exam: REQUIRED, IN-PERSON The in-person final exam is a 2.5 hour, in-person, closed-book exam held on the New Brunswick campus, in room 1210/1220 of the Rutgers Academic Building at 17 Seminary Place on Thursday 5/3/2018 and Friday, 5/4/2018. Three sessions are available: Thursday May 3 from 4-7 pm, and Friday May 4 from 8-11 am and 4-7 pm. Use the Sakai sign-up to register for an exam session. Contact me immediately if you have a conflict with this time.

• Office hours and live sessions: OPTIONAL Other than the final, any live, scheduled events for the course, including my office hours, are optional. If you are required to discuss an assignment with me, please contact me at the beginning of the week if you need a time outside my scheduled office hours. • Participating in discussion forums: 2 OR MORE TIMES PER DISCUSSION As participation, during a week with an assigned discussion you can expect to post at least two times as part of our substantive class discussion on the week's topics. Discussion and Communication Guidelines The following are my expectations for how we should communicate as a class. Above all, please remember to be respectful and thoughtful.

• Writing style: While there is no need to participate in class discussions as if you were writing a research paper, you should remember to write professionally, with appropriate grammar, spelling, and punctuation. Informality (including an occasional emoticon) is fine for non- academic topics. Please also refrain from using all CAPITAL LETTERS, as this is often interpreted as shouting. • Citing your sources: When we have academic discussions, please cite your sources to back up what you say. For the textbook or other course materials, list at least the title and page numbers. For online sources, include a link. • Tone and civility: Let's maintain a supportive learning community where everyone feels safe and where people can disagree amicably. Remember that sarcasm doesn't always come across online. Treat your instructor and fellow students with respect at all times, and in all communications. • Backing up your work: Consider composing your academic posts in a word processor, where you can save your work, and then copying into the Sakai discussion.

Support and Policies

Late Work and Make-up Exams Because all work will be completed asynchronously for this course, there is no formal attendance policy; however, regular class engagement will be assessed through the assigned activities and assessments. All quizzes are available for multiple days. Please take note of the availability periods on the attached schedule and plan accordingly. Except for documented cases of illness or religious observance, no credit will be awarded for late work on quizzes or discussions. For collaborative research project tasks, your work will lose 20% of the maximum points possible for each day late. Alternate exam sessions are available if you have a conflict and make arrangements with me in advance.

Extra Credit Opportunities There are three extra credit opportunities described below which may be used to earn up a maximum of 2% extra credit toward your final course grade. Collaborative Research Project: Google Form Survey Owner To add 2% to your final course grade, you can create a Google Form survey to be used in a collaborative research project. The full 2% requires the following tasks:

1. Create a Google Form survey with questions modelled after one of the studies we examine in the class. a. Time required: varies; probably 1-2 hours. 2. If necessary, edit the form in response to feedback from prospective collaborators. a. Time required: varies; probably < 20 minutes. 3. Add me as a collaborator on your Google Form, and share the survey link with me and your other collaborators. a. Time required: 2 minutes. 4. Post a slide on VoiceThread revealing the results of the survey to your fellow collaborators. a. Time required: varies; probably 10 minutes.

Early and Frequent Discussion Participation To add incremental extra credit toward your final course grade on a discussion, see the Discussion Rubric on Sakai. This opportunity is available on each of the five discussions.

Participation in Linguistics Experiments • Some faculty and graduate students in the Department of Linguistics do experimental research on language. This research depends on the participation of undergraduate participants. • You have the option of participating in Linguistics experiments during the semester. Each experiment usually takes between 20 and 45 minutes. • You will get 1 point credit for every half hour of experimental participation. It does not matter what subfield of Linguistics this experiment is in, but it must be in Linguistics. • Experiments are offered through the Linguistics department experiment management system (sona): http://rutgerslinguistics.sona-systems.com/ . Towards the beginning of the semester, your name and email will be added to the experiment system. You will be issued an anonymous id to participate in experiments through this system. Once Linguistics experiments are posted, you can sign up online. Note that this system is different from the psychology pool, and you should not use a psychology ID to log in to the system. • Any student enrolled in a Linguistics undergraduate course is eligible to participate in Linguistics experiments, regardless of gender, race, ethnicity, language status, or impairments, disorders, or disabilities (as long as his/her instructor provides the opportunity). You cannot be denied participation for any of these reasons. • You have the right to not participate in experiments to earn extra credit. As an alternative, you can earn extra credit by posting early and often to the required discussions in this course. See the Discussion Rubric posted on Sakai for more details. • If you are taking multiple Linguistics courses that allow for experimental participation to count towards extra credit, you are responsible for making sure you have assigned the credit correctly through the experiment system online. This is not your instructor’s, the experimenter’s or the experiment system administrator’s job! • If you sign up for, but fail to show up for, two or more experiments, you may be barred from further participation and restricted to research alternatives as described above, so please note the time and location of your experiments, and take your schedule and transportation time into account. Many experiments have restrictions on how late you may cancel online.

Faculty Feedback and Response Time I am providing the following list to give you an idea of my intended availability throughout the course. (Remember that you can email [email protected] or call 848-445-8721 if you have a technical problem.)

Grading and Feedback For quizzes, discussions, and other graded items, you can generally expect feedback within 7-10 days.

E-mail I will reply to e-mails within 24 hours during the work week and by the next business day on weekends and holidays.

Discussion Board I will check posts in the discussion forums every 24 hours on weeknights; however, I may not post a response every night. I view discussions as your opportunity to talk amongst yourselves, and I will generally be a lurker.

Academic Integrity

The consequences of scholastic dishonesty are very serious. Please review the Rutgers’ academic integrity policy .

Academic integrity means, among other things:

• Develop and write all of your own assignments. • Show in detail where the materials you use in your papers come from. Create citations whether you are paraphrasing authors or quoting them directly. Be sure always to show source and page number within the assignment and include a bibliography in the back. • Do not fabricate information or citations in your work. • Do not facilitate academic dishonesty for another student by allowing your own work to be submitted by others.

If you are in doubt about any issue related to plagiarism or scholastic dishonesty, please discuss it with your instructor.

Other sources of information to which you can refer include:

• Rutgers’ Academic Integrity website • Code of Student Conduct • Eight Cardinal Rules of Academic Integrity

Please note: Collaboration and interaction are expected and integral aspects of work in this class and outside of it in the highly-connected world we live in today. I encourage you to work together whenever possible and to make the most of the collaborative tools available on our course site and social media – or just get together in person if you're on campus.

Here is some specific guidance on where collaboration is and is not permitted in this course:

• Avoid working on quizzes together • Avoid talking about quiz questions and answers during quiz availability periods. • Submit your own work for discussions and collaborative research tasks. • Cite your sources, including classmates whose thoughts have informed your own opinions. o This point is especially important for discussions. Identifying a classmate who has changed or expanded your thinking in some way not only gives them proper attribution, it helps us build an online learning community that recognizes and values participation.

Consult the following links for tips on how to improve your note-taking to avoid accidental plagiarism:

• http://www.libraries.rutgers.edu/avoid_plagiarism • http://academicintegrity.rutgers.edu/resources-for-students

Any collaboration with other students to answer quiz questions is a violation of Rutgers’ Academic Integrity Policy. Students caught cheating or committing plagiarism will be penalized, as per Rutgers policy. Academic Support Services • Rutgers has a variety of resources for academic support. For more information, check the Academic Support website . • Rutgers has Learning Centers on each campus where any student can obtain tutoring and other help. For information, check the Learning Center website . • Rutgers also has a Writing Center where students can obtain help with writing skills and assignments. Learn more at the Writing Center website . • Many library resources are available online. Assistance is available through phone, email, and chat. For information, check the Rutgers Libraries website . Rutgers Health Services • Rutgers Health Services is dedicated to health for the whole student body, mind and spirit. It accomplishes this through a staff of qualified clinicians and support staff, and delivers services at a number of locations throughout the New Brunswick-Piscataway area. For more information, check the Rutgers Health Services website . Counseling, ADAP, and Psychiatric Services • Undergraduate and graduate students experience a great many stresses in their lives - sorting out one's identity, establishing and maintaining important relationships, coping with anxiety and depression, working on changing relationships with parents and other family members, dealing with losses, handling new academic demands, and dealing with reactions to one's differentness. To help with these tasks, Counseling, ADAP & Psychiatric Services (CAPS) provides a variety of psychological counseling services for all students of Rutgers University in New Brunswick/Piscataway, undergraduate and graduate. Services are free, and confidentiality is guaranteed within legal and ethical guidelines. Additional Resources • Just In Case Web App o Access helpful mental health information and resources for yourself or a friend in a mental health crisis on your smartphone or tablet and easily contact CAPS or RUPD. • Violence Prevention & Victim Assistance (VPVA) o (848) 932-1181 / 3 Bartlett Street, New Brunswick, NJ 08901, The Office for Violence Prevention and Victim Assistance provides confidential crisis intervention, counseling and advocacy for victims of sexual and relationship violence and stalking to students, staff and faculty. To reach staff during office hours when the university is open or to reach an advocate after hours, call 848-932-1181. • Scarlet Listeners o (732) 247-5555. Free and confidential peer counseling and referral hotline, providing a comforting and supportive safe space.

Accommodations for Accessibility

Requesting accommodations Rutgers University welcomes students with disabilities into all of the University's educational programs. In order to receive consideration for reasonable accommodations, a student with a disability must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. More information can be found in the Documentation Guidelines section of the Office for Disability Services website.

If the documentation supports your request for reasonable accommodations, your campus’s disability services office will provide you with a Letter of Accommodations. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. To begin this process, please complete the Registration Form on the Office for Disability Services website.

Go to the Student section of the Office of Disability Services website for more information.

Accessibility and Privacy Links

Accessibility Statements Sakai

VoiceThread

Google

Privacy Policies Sakai

VoiceThread

Google

Course Schedule and Deadlines Please see the appropriate unit on the course site to find detailed information about each assignment, including rubrics and specific due dates. Information provided on the course site supersedes details provided here.

Required Instructional Week & Topic Objectives Graded Assignments Resources 1. Recognize course policies and expectations (Course Intro Quiz) • Read: Syllabus • Course Intro Quiz 2. Discuss how internet • Read: Brooks, “What our • VoiceThread language evinces words tell us”. Link (VT)/ Forum Self- language variation • Read: McWhorter: “David Week 1 Introduction (Discussion) Brooks’ Favorite New 3/5-3/11 • Discussion 1: 3. Evaluate a popular Theory of Language is Variation, the claim about language Wrong”. Link Linguistics & Ngram Viewer, variation objectively • View: Language Variation Big Data and and knowledgeably and Change. Link McWhorter’s (Discussion) • View: Pinker, “Linguistics as objections to 4. Discuss the use of big a Window to Understanding Brooks. data for investigating the Brain.” Link language variation (Discussion)

3/12 – 3/18 Spring Break Required Instructional Week & Topic Objectives Graded Assignments Resources 1. Identify characteristics of the study of linguistics (Quiz) 2. Distinguish forms of variation, given examples (Discussion Week 2 & Quiz) • Quiz 1 • Read: Baron, “Another Pilot 3/19 – 3/25 3. Distinguish between • Data Collection Study”; section from Ch. 7 quantitative and Crowdsource of Always On. (PDF) From LOL to qualitative data • Discussion 2: • Read: Kiesling, "Lexicon” (Quiz) Differences (PDF) : 4. Discuss how between class • View: StraighterLine, Variation in linguistic variation crowdsourced “Qualitative and internet may appear in texts, data and Baron’s Quantitative Variables”. Link language tweets and/or IMs data. (Discussion) 5. Collaborate to collect language data from public Twitter accounts (Data Collection Crowdsource) • Read: Holmes, “Social 1. Discuss how social Factors, Dimensions, and and affective Explanations”. (PDF) functions of internet • Listen: Dankosky, “How Week 3 language are Hashtags, Texts, and Tweets 3/26 – 4/1 • Quiz 2 conveyed and are Influencing Digital • Discussion 3: potential causes for Language”. Link All the feels: Causes for misinterpretation • Read: Feltman, “Study Emotion and differences in between speakers. confirms that ending your tone in interpretation (Quiz; Discussion) texts with a period is internet 2. Distinguish between terrible.” Link language quantitative and • Read: Gunraj et al, “Texting qualitative data insincerely: The role of the (Quiz) period in text messaging.” Link Required Instructional Week & Topic Objectives Graded Assignments Resources • (Extra Credit) Google Form Survey 1. Discuss indirect Ownership: Week 4 speech in the context Create a survey 4/2 – 4/8 of internet language to be used in a • View: Lewis, “Gricean (Discussion) CRP Pragmatics” (13 min). Link Keeping your 2. Sign-up for and • Discussion 4: • View: Pinker, “What our friends close: provide feedback on What forms do language habits reveal” Negotiating a collaborative indirect speech (start at 10:13; 7 min). Link relationships research project acts take in • Read: Contrera, “13, right with internet (CRP): (CRP Survey internet now”. Link language Comments & Sign- language? Up) • CRP: Survey Comments & Sign-Up

1. Identify aspects of grammar in memes (Quiz) • Quiz 3 Week 5 2. Identify how • CRP Survey • View: Gawne & Vaughn, “I 4/9 – 4/15 language can be used Report (Survey can haz language play: to convey aspects of owners should Construction of Language Meme social identity (Quiz) also add me as a and Identity in LOLspeak”. grammar 3. Distribute CRP survey collaborator (20 min). Link links (CRP Survey Link) Report)

• Discussion 5: • Listen: Medloch & Language-like McCulloch, “The Linguistic Week 6 qualities of Secrets Found in Billions of 4/16 - 4/22 1. Discuss the evidence emojis and the Emoji”; Focus on 20:52 and for or against LOLspeak later. (40 min) Link What’s language-like • CRP: VT • View: Medloch & language and qualities in emojis comments on McCulloch, “The Linguistic what’s not: and LOLspeak survey results Secrets Found in Billions of The limits of 2. Discuss results of (Survey owners Emoji”. Focus on slide 27 emoji CRP with must post results and later. Link collaborators slide; everyone • Read: Cohn, “Will emoji leave 2 become a new language?” comments by Link end of Week 7) Required Instructional Week & Topic Objectives Graded Assignments Resources 1. Evaluate popular or Week 7 sensationalist claims 4/23 – 4/29 about internet • Listen: Rehm, “Naomi language objectively Baron: Always On”. (50 min) What internet and knowledgeably • CRP: Final Report Link language (CRP: Final Report) • View: McWhorter, “Txtng is means for 2. Discuss methods and killing language. JK!” Link English results of CRP (CRP Final report) 1. Discuss how internet language evinces at least three different linguistic concepts, which may include grammar, pragmatics, linguistic variation and change, and the functions of language use (Exam Multiple Choice, T/F, and/or Matching Qs) • Review feedback from all 2. Evaluate popular or Finals Week graded assignments sensationalist claims • Final Exam 5/3-5/4 • Check Sakai for study guide about internet information language objectively and knowledgeably (Exam Essay Question) 3. Distinguish between different methods to investigate current internet language Exam Multiple Choice, T/F, and/or Matching Qs)

References Baron, Naomi. (2010). Always On. New York: Oxford University Press.

Bennet, Jessica. (2015, February 27). When your punctuation says it all. The New York Times. Retrieved from http://www.nytimes.com/2015/03/01/style/when-your-punctuation-says-it-all.html?_r=1

Bilefsky, Dan. (2016, June 9). Period. Full stop. Point. Whatever it’s called, it’s going out of style. The New York Times. Retrieved from http://www.nytimes.com/2016/06/10/world/europe/period-full-stop- point-whatever-its-called-millennials-arent-using- it.html?hp&action=click&pgtype=Homepage&clickSource=story-heading&module=second-column- region®ion=top-news&WT.nav=top-news&_r=1

Brooks, David. (2013, May 20). What our words tell us. The New York Times. Retrieved from http://www.nytimes.com/2013/05/21/opinion/brooks-what-our-words-tell- us.html?ref=davidbrooks&_r=0

Chayka, Kyle. (2015, January 22). Is the Innanet RUINING teh English Language??? Gizmodo. Retrieved from http://gizmodo.com/is-the-innanet-ruining-teh-english-language-_o-1680686542

Contrera, Jessica. (2016, May 25). 13, right now. The Washington Post. Retrieved from http://www.washingtonpost.com/sf/style/2016/05/25/13-right-now-this-is-what-its-like-to-grow-up-in- the-age-of-likes-lols-and-longing/

Copeland, Michael V. (2013, March 1). Texting isn’t writing, it’s fingered speech. Wired. Retrieved from https://www.wired.com/2013/03/texting-isnt-writing-its-fingered-speech/

Crystal, David. (2008). Txtng: The Gr8 Db8. New York: Oxford University Press.

Dankosky, John. (2016, July 29). How hashtags, texts, and tweets are influencing digital language. Science Friday. [Podcast] Retrieved from http://www.sciencefriday.com/segments/how-hashtags-texts- and-tweets-are-influencing-digital-language/?_sf_s=hashtags

Dash, Anil. (2007, April 23). Cats can has grammar. [Blog post]. Retrieved from http://anildash.com/2007/04/cats-can-has-gr.html

Feltman, Rachel. (2015, December 8). Study confirms that ending your texts with a period is terrible. The Washington Post. Retrieved from https://www.washingtonpost.com/news/speaking-of- science/wp/2015/12/08/study-confirms-that-ending-your-texts-with-a-period-is-terrible/

Gawne, Lauren & Vaughn, Jill. (2011). I can haz language play: Construction of language and identity in LOLspeak. 2011 Australian Linguistic Society Annual Conference. [Video]. Retrieved from https://vimeo.com/33318759

Gawne, Lauren & Vaughn, Jill. (2011). I can haz language play: Construction of language and identity in LOLspeak. Proceedings of the 42nd Australian Linguistic Society Conference. Retrieved from https://openresearch-repository.anu.edu.au/bitstream/1885/9398/5/Gawne_ICanHaz2012.pdf Gunraj, D. N., Drumm-Hewitt A. M., Dashow, E. M., Upadhyay, S. S. N., Klin, C. M.. (2016, Feb.). Texting insincerely: The role of the period in text messages. Computers in Human Behavior, 55, 1067-1075. http://dx.doi.org/10.1016/j.chb.2015.11.003

Holmes, Janet. (2013). Introduction to Sociolinguistics. New York: Routledge.

Kiesling, S. F. (2011). Linguistic Variation and Change. Retrieved from http://ebookcentral.proquest.com

Leiden University MOOCs. (2015, July 20). Module 5.1: Language Change and Variation. Miracles of Human Language: An Introduction to Linguistics. [Video]. Retrieved from https://www.youtube.com/watch?v=dmZcvuN2aLA&t=24s

Lewis, Karen. (2014, August 13). Gricean Pragmatics. Wireless Philosophy. [Video]. Retrieved from https://www.youtube.com/watch?v=we6uSVf4qss

Ling, R., & Baron, N. S. (2007). Text Messaging and IM Linguistic Comparison of American College Data. Journal Of Language & Social Psychology, 26(3), 291-298. doi:10.1177/0261927X06303480

McCulloch, Gretchen. (2012). Do you end a text with a period? [Blog post]. Retrieved from http://allthingslinguistic.com/post/35233932097/do-you-end-a-text-with-a-period

McCulloch, Gretchen. (2014, February 6). A linguist explains the grammar of doge. Wow. The Toast. Retrieved from http://the-toast.net/2014/02/06/linguist-explains-grammar-doge-wow/

McCulloch, Gretchen. (2014, February 18). The grammar of the Doge internet meme. BBC Radio 4. [Interview]. Retrieved from http://www.bbc.co.uk/programmes/p01sg4lq

McCulloch, Gretchen. (2015, June 22). A linguist explains how we write sarcasm on the internet. The Toast. Retrieved from http://the-toast.net/2015/06/22/a-linguist-explains-how-we-write-sarcasm-on-the- internet/

McCulloch, Gretchen. (2015, September 21). 7 ways the internet is improving language. Mental Floss. Retrieved from http://mentalfloss.com/article/68696/7-ways-internet-improving-language

McCulloch, Gretchen. (2016, June 29). A linguist explains emoji and what language death actually looks like. The Toast. Retrieved from http://the-toast.net/2016/06/29/a-linguist-explains-emoji-and-what- language-death-actually-looks-like/

McWhorter, John. (2013, February). Txtng is killing language. JK!!! TED2013. [Video]. Retrieved from http://www.ted.com/talks/john_mcwhorter_txtng_is_killing_language_jk

McWhorter, John. (2013, May 23). David Brooks’ Favorite New Theory of Language is Wrong. New Republic. Retrieved from https://newrepublic.com/article/113274/david-brooks-language-our-words- dont-reveal-our-worldview Medlock, Ben & McCulloch, Gretchen. (2016, March 12). The linguistic secrets found in billions of emoji. SXSW. [Audio presentation]. Retrieved from https://soundcloud.com/officialsxsw/the-linguistic-secrets- found-in-billions-of-emoji-sxsw-interactive-2016

Medlock, Ben & McCulloch, Gretchen. (2016, March 12). The linguistic secrets found in billions of emoji. SXSW. [PowerPoint slides]. Retrieved from http://www.slideshare.net/SwiftKey/the-linguistic-secrets- found-in-billions-of-emoji-sxsw-2016-presentation-59956212

Miller, Hannah. (2016, April 5). Investigating the potential for miscommunication using emoji. Grouplens. Retrieved from https://grouplens.org/blog/investigating-the-potential-for- miscommunication-using-emoji/#more-6815

Pinker, Steven. (2005, July). What our language habits reveal. TEDGlobal 2005. [Video]. Retrieved from http://www.ted.com/talks/steven_pinker_on_language_and_thought

Pinker, Steven. (2012, October 6). Linguistics as a Window to Understanding the Brain. Big Think. [Video]. Retrieved from https://www.youtube.com/watch?time_continue=2490&v=Q-B_ONJIEcE

Rehm, Diane. (2009, January 20). Naomi Baron: “Always on.” The Diane Rehm Show. [Podcast]. Retrieved from http://thedianerehmshow.org/shows/2009-01-20/naomi-baron-always-oxford- rebroadcast

StraighterLine. (2012, May 15). Qualitative and Quantitative Variables. [Video] Retrieved from https://www.youtube.com/watch?v=RJrkR4X0Lrg

The Internet has wound up in a kind of weird place. [Cartoon] Retrieved from http://xkcd.com/1083/

The Ling Space. Writing in texts versus twitter. [Blog post]. Retrieved from http://thelingspace.tumblr.com/post/138053815679/writing-in-texts-vs-twitter

Thompson, Clive. (2015, March 6). That way we’re all talking now. The Message. Retrieved from https://medium.com/message/that-way-we-re-all-talking-now-49e255037f15#.pm1ufch76