COMM 1255.01 2026-FA	Help / Office Hours	Content
MO/WE 14:50–16:30 Forsyth 236 (map) (CRN: 15098)	MO at 14:00 and/or email to schedule Dr. Reagle <j.reagle@…> 215 Holmes Hall Tip: Enter at 41A Leon St.	Policies Assignments Rubrics Resources Schedule

Policies

Active learning and the Web

To really know shoelaces, you have to tie shoes.—Matthew Crawford (2009) Shop Class as Soulcraft.

This is an active learning course meaning that you will be partaking in class and group discussions, participating in class exercises, and sharing and relating what we learn to the larger world.

I also make much use of the Web. For instance, this syllabus is a Web page that I update; I expect you to bookmark it and follow links. (If you find a broken link or typo, let me know!) You can easily find things on this page with ⌘+f. You can open links in new tabs with control-click. We will also make use of Google Drive. In emails I often use markdown conventions and respond below your quoted (‘>’) text.

For disability accommodations, contact Disability Access Services (DASboston@northeastern.edu) at the start of the term.

Academic Integrity

In short, come to class on time and with the readings and assignments completed; be respectful and willing to collaborate. There are no provisions for missed exams or late assignments. If you have an issue, such as needing accommodation—illness, disability, athletic event, or religious obligation—do not plead afterward. Instead, beforehand, offer proposals that show initiative and a willingness to work.

Academic Integrity is of utmost importance: “The promotion of independent and original scholarship ensures that students derive the most from their educational experience and their pursuit of knowledge.” Violations include cheating, plagiarism, and participating in or encouraging dishonesty. If you cheat on an exam, you will receive zero credit and be referred to the Office of Student Conduct. If you plagiarize seven or more words in a row or misuse AI-based tools, the same will follow.

AI tool usage

AI-based tools can help and hinder our education. They can tempt us to skip learning and misrepresent our work; this is academic misconduct. They can also be used well and honestly, which requires disclosure and careful effort—they can plagiarize and “hallucinate” facts and sources. Therefore, AI tools cannot be used for quizzes or exams; doing so is misconduct. For anything else, submitted work must substantively be your own; if not, this is misconduct.

All assignments submitted to Canvas must have an appendix with a link to your document’s version history (i.e., a link to itself). You must be prepared to speak with me to demonstrate your understanding. You must also grant me editor permissions from the start. Versioning and history is native to GDocs, which I strongly recommend. If you use MS Word you must enable Track Changes from the start and save the file on Northeastern’s Office 365 or OneDrive/Sharepoint.

If you use AI tools for improving your work (e.g., ChatGPT for feedback or GrammarlyGo and Quillbot for improving composition), include a note or appendix describing your use (feel free to link to your chat thread); failing to do so is misconduct.

To assess possible misuse I rely on my own experience with AI, past cases of its misuse, your documents’ version histories, your ability to speak to your work in class and on quizzes, and detection tools such as Pangram. No single signal is decisive, and I will speak with you before drawing any conclusion.

Devices and professionalism

If you want to use a device throughout the course, email me a device proposal with your intended usage. Device users might also be called upon to perform tasks such as looking things up or taking collaborative notes.

Deviations from classroom professionalism and respect may result in dismissal from class and demerits against your grade. See full course policies for more details.

Assignments

There are 1000 points at stake over the term. This is converted to letter grades based on thresholds, without rounding. For example, 870 is a B+; 869 is not. Due dates are in the schedule.

(200 pts) Class participation

Unexcused absences will affect your participation grade. Excused absences are shared with the instructor beforehand and include: athletic, religious, health and disability accommodations, and two Wellness Days (via Student Hub).

Participation entails much more than (even perfect) attendance; participation is assessed rigorously. Please see participation assessment for more.

Web assignments

You will be creating a website with a homepage that links to webpages for five practical exercises and your QIC log—seven pages in total.

When you send me an assignment, email it 90 minutes before class; include your page’s URL at the top followed by the assignment’s markdown content so I can give you feedback—an email like this, no attachments. Email submissions to me (j.reagle) and include HackMD in your descriptive subject line. (For example, “HackMD: Privacy response” or “HackMD: Challenging AI.”) If you fail to do this, I might not see the email and you could fail to get credit. Submissions sent since the last class are viewable by others on the web.
- (280 pts) Practical exercises
  
  These are mandatory and require you to document a specific competency (e.g., privacy audit) on HackMD within the context of that class’s readings. Include your QIC on this page, connecting it with the assignment. If you want to include screenshots, use HackMD’s image upload or an image host such as imgur.com. Make good use of markdown: use headings, links, and quotes, and embed images, video, or audio as appropriate. Email me your assignment no later than 90 minutes before class: include HackMD in your descriptive subject line; include the <link> to your page, followed by the markdown. Do not create a new account for each assignment; create a new page with your existing account. These are typically 300 words. Confirm the new note is linked to from your homepage and make sure you set: share/readable:everyone.
  
  0. Wiki tutorial (40 pts)
  1. Challenging AI (60 pts)
  2. Filter your email (60 pts)
  3. Adblocking (60 pts)
  4. Privacy footprint (60 pts)
  I assess these based on: substantive engagement with the assignment’s task and accurate results; good use and integration of that day’s readings; the quality of the QIC connecting the reading to the exercise; deft use of markdown (headings, links to readings, images, etc.); and prose quality.
- (120 pts) QICs and quizzes
  
  You must read and prepare to discuss all readings for each class. For each such class, note a question, an insight, and a connection and email it to me no later than 90 minutes before class. Keep each part to one or two sentences, anchored in a specific concept, example, or quotation from the readings; see what makes a good QIC.
  
  On the four practical-exercise days, your QIC goes on that day’s exercise page (see above), where I grade it for quality as part of the exercise; the wiki tutorial day has no readings, so no QIC is needed that day. For every other reading day, put your QIC on your HackMD QIC log page—see my example log page—with a heading for each class date and topic; this page is not graded, only checked for correspondence with your quiz restatement. Email it as you would any other assignment: HackMD in your descriptive subject line; the <link> to your page, followed by that day’s markdown in an email like this. No links, images, or other rich media are needed.
  - Quizzes
    
    There are four unannounced quizzes in each half of the term and the best two of four count (30 pts each, four in all). Quizzes come at the start of class; they are on paper and unaided—no notes or devices. Each has two parts: a short recall question about that day’s readings (20 pts), and a request to restate one part—your question, insight, or connection—of that day’s QIC (10 pts). These are simple questions and will only take a few minutes. A restatement that doesn’t correspond to the QIC you emailed me before class receives no credit.
    
    Because two quizzes are dropped, you may skip up to two QICs in each half of the term without risking your quiz grade—that is your grace, and it is why there are no makeups. Skip more than two and you are gambling on which day there is a quiz.
(200 pts) Exam

The exam includes multiple-choice, fill-in-the-blank, and short essay questions.
(200 pts) Topical essay and proposal

These assignments must be double-spaced, 12-point font, 1-inch margins. (One page contains approximately 250 words.) Citations and bibliography must be in the APA style. No APA cover page is required. Include your name and submit the electronic version via Canvas before class. Remember to include an appendix with a description of AI tool usage, if any, and a link to your document’s revision history.

I will be looking for comprehensive engagement and understanding of course material in prose that is clear, concise, coherent, and cohesive; see the writing rubric and example structure.
1. (50 pts) Write a ~500 word essay proposal identifying a strong thesis about a “digital age” issue and candidate sources for a larger essay. In your proposal don’t “plan” to “discuss” or “explore” an issue; instead, state a strong thesis (i.e., an argument or answer to a puzzle) and describe how your sources will support your thesis.
  
  Engage class sources and three or more external sources, at least one of which is scholarly. Besides being about life “in the digital age,” this is otherwise open-ended; see Choosing a Topic for help. Previous topics have included, but are not limited to: “Productive Procrastination vs Media-Multitasking,” and “Homophily in Online Dating.” Write this as an essay, rather than an outline, so I can give you feedback on essay structure and mechanics.
  
  If you have permission to revise a written assignment for re-assessment, please see these revision instructions and make sure you can see my feedback on Canvas.
2. (150 pts) Based on your essay proposal, write a ~1500 word essay with a sharp thesis supported by course and external sources (at least five total). Consider addressing the strongest argument or evidence contrary to your thesis and how it affects your confidence in your position.

(2pts) TRACE

Our college requires all students to complete TRACE evaluations at the end of the semester even if you (anonymously) opt out of completing the survey. To receive a 2-point bonus, submit evidence of completing TRACE to the Canvas assignment.

Rubrics

Course

Communication Studies courses are expected, on average, to have a GPA of no more than a 3.3 (B+); this means those receiving an A or A- are in the minority.

According to the course rubric, an excellent “A” student:

shows mastery in assignments. Their work demonstrates an impressive understanding of readings, discussions, themes, and ideas. It is fluid, clear, analytical, well-organized and grammatically polished. Reasoning and logic are well-grounded and examples precise.
has virtually perfect attendance. Their commitment to the class resembles that of the teacher.
is prepared for class. They always read assignments and participate fully. Their attention to detail is such that they occasionally catch the teacher in a mistake.
shows interest in the class. They look up what they don’t understand. They often ask interesting questions or make thoughtful comments.
has retentive minds. They can connect past learning with the present.
has a winning attitude. They have the determination, initiative, and self-discipline to succeed.

Letter grades

Impressive: worthy of being an exemplar.
Good: many strengths and some weaknesses.
Satisfactory: strengths marred by weaknesses.
Unsatisfactory: weaknesses dominate (any) strengths.
Deficient: fails to address assignment or academic requirements.

See the grading scale for letter↔︎points thresholds.

Writing

As the writing rubric states, excellent prose:

has impressive engagement with the assignment, sources, and concepts.
has impressive understanding of the same.
is polished with a snappy start, sharp thesis; it is clear and concise, with a coherent structure, and cohesive sentences.
correctly uses sourcing, when appropriate.

Participation

See the participation assessment.

Resources

Many links are found throughout this syllabus (remember, ⌘+f is your friend), but I’ve gathered some of the most important ones below.

Northeastern
- Library resources, writing center, and international tutoring center
QIC log and quizzes
- What makes a good question, insight, and connection
- An example/template page of what your QIC log should look like
- Student QICs for the most recent class (These are emails with HackMD in the subject line and are publicly viewable.)
Essays
In class

Readings

Most readings are linked to from this page, if not check this zip file. For selections, I specify the chapter (ch=) or pages (pp=) to read.

If you encounter a paywall, try incognito mode; pasting the URL at archive.ph, GhostArchive.org, archive.org, or searching for the title at Proquest via our library. I use the browser plugin Web Archives to help with this.

Schedule

Sep 09 Wed - Are you tech-savvy?

Welcome! We introduce ourselves, cover class logistics, and consider if digital natives are tech-savvy. We also try to put this concern about “digital natives” in context. Come to class prepared to discuss the readings and complete the two small assignments below.

Kate Moran, 2016, Millennials as digital natives: Myths and realities
Chris Evans, Wenqian Robertson, 2020, The four phases of the digital natives debate

Bring a mnemonic that connects your name with a memorable image: “Imagine me …” I could say: “Imagine Prof. Reagle being chased by beagles.”
Use the readings to generate a higher-order question (analysis, synthesis, evaluation) from Question Taxonomy. Do you have a sense of how you would go about answering your question?

Sep 14 Mon - Markdown

Complete the assignment below; bring a device to class.

Due: Wiki tutorial

A wiki is an easy-to-create website using a lightweight syntax—such as markdown—for specifying images, links, and headings. Markdown is simple text, easy to read and write, supported by many editors, and can be mixed with HTML when needed (such as to embed a YouTube video). You can use it on websites such as Reddit, in note-taking apps such as Notion and Obsidian, or even with Google Docs. It is also the preferred format of AI chatbots.

REQUIRED: Go to HackMD and create your wiki.

Sign in by creating an account or using an existing social media account. You could use Dropbox and easily backup/export your work there.
Create a new note/page entitled “Home Page.”
Read about markdown syntax (or watch a video tutorial). Copy the markdown from my homepage into your page and edit it to make it your own.
Press + to create a note for your “Wiki tutorial.” Create a page about a hobby or interest of yours using headings, links, images, and videos. (Remember to use blank lines above and below paragraphs.)
1. Copy the URL of this page, go back to your home page, and link to it.
Similarly, create and link to a page for your QIC log and the four HackMD exercises. Feel free to copy the source of my example/template page.
Make sure all of your pages have their share options , set Read to Everyone and Write to Owners.

Email me your assignment no later than 90 minutes before class: include HackMD in your descriptive subject line; include the <link> to your home page and tutorial page, followed by the markdown of the tutorial page (e.g., an email like this).

I will grade your HackMD set of pages in one week.

Sep 16 Wed - Attention

Read the chapter below and conduct the “online intention” exercise from the Attention Probes.

Chayko, 2017, Superconnected, “More benefits and hazards of 24/7 superconnectedness”, ch. 9. (This PDF is in the zip file above.)

(Remember, a QIC is due for every class with readings, including this one: add it to your QIC log and send an email with HackMD in your descriptive subject line and the URL and markdown following the directions above. Quizzes are unannounced, so today could be one.)

Sep 23 Wed - Artificial intelligence

Bots are now capable of creating astounding prose and images. How do they work and what implications do they have for society?

Mary Newhauser, 2023, The two models fueling generative AI products: Transformers and diffusion models
Joseph Reagle, 2027, The Advice of AI, chapter 6 from Dear Reddit: Our New Era of Advice (This PDF is in the zip file above.)

Due: Challenging AI

REQUIRED: Challenge a chatbot—ChatGPT, Claude, Gemini, Grok, or Perplexity—to test its capabilities. Feel free to compare different services, models, or effort levels. Things you might probe include: reasoning, up-to-date knowledge, hallucinations, quality of feedback, sycophancy, visual distortions, etc.

Document three specific examples on a HackMD note via screenshots and/or links to your chat sessions, with a sentence or two on what each example reveals about the chatbot’s abilities or limits. Remember to include your QIC on this page, connecting it to the exercise. Link to your new note from your homepage and make sure you set: share/readable:everyone.

Email me your assignment no later than 90 minutes before class: include HackMD in your email’s descriptive subject line; include the <link> to your page, followed by the markdown.

Sep 28 Mon - Learning

We learn about the science of learning.

Brown, Roediger, McDaniel, 2014, Make it Stick: The Science of Successful Learning, ch=1; plus “take aways” of the other chapters (see zip file above).

Sep 30 Wed - Filtering and fake news

Is part of what is wrong with society is that we exist in different filter bubbles from others?

Claire Wardle, 2020, Understanding Information disorder
FS, 2017, How filter bubbles distort reality: Everything you need to know
danah boyd, 2017, Did media literacy backfire?

Due: Filter your email

REQUIRED: Review the instructions above and create a HackMD page/note with one-to-two screenshots (no more) of your filter and results while engaging with the readings on the same page. Remember to include your QIC on this page, connecting it to the assignment. Link to your new page from your homepage and make sure you set: share/readable:everyone. Remember, in your email to me, include HackMD in your descriptive subject line; include the URL to your page, followed by the markdown.

Review this video on How to Create a Rule in Outlook 365; Microsoft help provides detailed instructions.
Select the Settings gear icon ⚙; select View all Outlook settings and/or Rules.
Select + Add new rule and name it “NU News”.
Add a condition: From includes news@northeastern.edu.
Add an action: Move to a New folder named “NU News”.
Uncheck Stop processing more rules.
If you see the option, you can click the option Run rule now; if not, simply select Save in lower right.
Once saved, look at your list of rules. To apply the filter to your existing emails, click the options ⋯ and then play icon ▷ to run the rule on your inbox. You will then see your News@Northeastern emails move to the new folder.
Try creating another rule for yourself. (Note: Only rules about senders transferred to a different folder can run on existing messages; all other rules apply to new messages only.)

Note: If the above conditions don’t apply to you (e.g., you unsubscribed from News@Northeastern), say so and create a different rule of your choice. I’m not concerned with what rules you have, or if you keep them, I simply want you to try creating one. Also, Outlook often changes its interface, feel free to query a smart AI (Gemini 3.0 Pro or Claude Opus) for suggestions.

Oct 05 Mon - How the web works

Identify something about the web that you would like to learn more about or something from the reading you found confusing. Don’t get too hung up on technical details (especially about cryptography), we’ll cover everything in class.

MDN, 2026, How the web works
Hartley Brody, 2013, How HTTPS secures connections: What every web dev should know

Oct 07 Wed - Catfishing and scams

What do we know of the psychology of those who perpetrate and fall victim to relationship scams?

For class, watch “My wife sent $250,000 to a Romance Scammer.” What psychological attributes do you see in this episode’s characters?

Evita March, 2023, What kinds of people ‘catfish’? Study finds they have higher psychopathy, sadism, and narcissism
Monica T. Whitty, 2018, Do you love me? Psychological characteristics of romance scam victims
Emma Fletcher, 2023, Romance scammers’ favorite lies exposed

Oct 12 Mon - NO CLASS

Oct 14 Wed - Haters

Why does digital communication give rise to such toxic behavior, including that of haters and that seen in “bully battles”?

Joseph Reagle, 2015, “Alienated: You fail it! Your skill is not enough!,” Reading the Comments, ch=5.
Zoe Williams, 2024 Racism, misogyny, lies: how did X become so full of hatred? And is it ethical to keep using it?

Oct 19 Mon - The darknet

What is the “darknet” and the two technologies (Tor and Bitcoin) it is dependent on? We have two introductory readings and two related news stories.

Jordan Wright, 2015, How Tor works: Part one
Nik Custodio, 2013, Explain Bitcoin like I’m five
Jacob Kozhipatt, 2022, Silkroad was the darknet testing-ground for bitcoin
Patrick Thompson, 2025, This week in crypto: $TRUMP memecoin and task force launch

Oct 21 Wed - Exam review

As your QIC, focus on questions: craft two multiple choice questions and two short/essay questions that could appear on the exam. For each question, provide an answer/explanation, or even a mnemonic, in a section below all the questions.

Oct 26 Mon - Exam

The exam will be in class, on paper, and unaided—no notes or devices (e.g., phones, watches, or earphones). There will be about eighteen multiple-choice or fill-in-the-blank and four bullet-point responses.

If you have an extended-time accommodation, make sure your instructor has received the DAS notification letter at the start of the semester and the room reservation form one week before the exam.

This also marks the end of the first set of four quizzes, of which the best two count.

Oct 28 Wed - Shaped

How does digital communication affect our ability to be mindful? How does it affect self-esteem; is it making us narcissistic?

Joseph Reagle, 2015, “Shaped: Aw shit, I have to update my Twitter,” Reading the Comments, ch=6.

Nov 02 Mon - Collapsed context

Is it possible anymore to have more than one persona online? To answer these questions we read a classic study and a scholarly reflection about a recent app.

Alice E. Marwick, danah boyd, 2010, I tweet honestly, I tweet passionately: Twitter users, context collapse, and the imagined audience
Brooke Erin Duffy, Ysabel Gerrard, 2022, BeReal and the doomed quest for online authenticity (paywall?)

DUE: Essay proposal, see assignments

Nov 04 Wed - Finding someone & living alone

How has digital communication changed the relational landscape?

Christian Rudder, 2010, The big lies people tell in online dating
Derek Thompson, 2019, Why online dating can feel like such an existential nightmare (paywall?)
Robyn Vinter, 2023, “It’s quite soul-destroying”: How we fell out of love with dating apps (paywall?)
Joseph Chamie, 2021, Living alone in America

Nov 11 Wed - NO CLASS

Nov 16 Mon - Manipulated

In what ways are online reviews, ratings, rankings, and comments manipulated? What can you trust and how would you know?

Joseph Reagle, 2015, Manipulated: Which ice cube is the best?, Reading the Comments, ch=3
Geoffrey Fowler, 2023, Fake reviews are illegal and subject to big fines under new FTC rules (alternative)

Nov 18 Wed - Online ads & blockers

Knowing what we know about online advertising, should users be able to easily block ads? If so, who then pays for the free content and services we consume?

Don Marti, 2017, Targeted advertising considered harmful,” zgp.
Sven Taylor, 2020, “Advertisers are paying off ad-blockers to show users ‘acceptable ads’”
Ax Sharma, 2022, “Google ad for GIMP.org served info-stealing malware via lookalike site”

Due: Ad blocking

REQUIRED: Review the instructions above and create a HackMD note/page with screenshots of a webpage with and without ad blocking while engaging with the readings on the same page. Remember to include your QIC on this page, connecting it to the assignment. Link to your new note from your homepage and make sure you set: share/readable:everyone. In this assignment I want you to learn how to install an ad blocker and experience what it is like to browse a saner web. Whether you continue to use it is up to you!

Install a web browser ad blocker and review some of your favorite sites. I use UBlock Origin Lite on Chrome/Firefox and AdGuard on Safari.
Take a before and after screenshot of a site that demonstrates the difference.

Note: if Northeastern rejects your email as spam because of a discussion of ads, you may send your email to me at my personal address.

Nov 23 Mon - Algorithmic bias

Why and how do algorithms exhibit biases (intentional or otherwise)?

Cathy O’Neil, 2016, Weapons of math destruction, ch=1,3.
Fiona Rutherford and Alan White, 2016, This is why some people think Google’s results are ‘racist’
Nate Hochman, 2023, ChatGPT and woke ideology (paywall?)

Nov 25 Wed - NO CLASS

Nov 30 Mon - Privacy

How concerned should we be about our privacy online? Is there anything we can do to protect it?

Brian W. Kernighan, 2021, “Data and information,” Understanding the Digital World, ch=11.
Rich Haridy, 2019, Facebook isn’t secretly listening to your conversations, but the truth is much more disturbing
Richard Lawler, 2025, Apple says Siri isn’t sending your conversations to advertisers

Due: Privacy footprint

REQUIRED: Review the instructions above and create a HackMD note with some of the results of your self-stalking (via links or screenshots) while engaging with the readings on the same page. Remember to include your QIC on this page, connecting it to the assignment. Link to your new note from your homepage and make sure you set: share/readable:everyone. You might be surprised by what is revealed in your public online footprint, but so much more can be had for a fee. You don’t have to document everything, just the interesting highlights.

Your identity
- Do a web or AI search of your name.
- Do a TruePeopleSearch search of your (or perhaps your parents’) name or phone number. (Do not confirm any information or pay for any extra services.)
Browser
- Check out What every browser knows about you
Google
- Check your Google Privacy and follow up with your:
  - Search activity.
  - Google Ads Preferences. (Much of this is also available via Google Dashboard).
Social networks
- If you use Twitter, Facebook, or TikTok check what you are sharing. For example, if you are concerned about FB, you can try their Privacy Checkup.

Please be mindful of your privacy in this assignment and do not share anything that weakens your privacy further, such as screenshots of your phone number.

Dec 02 Wed - Digital language and generations

We return to a thread we begin the course with, how different generations have inhabited the digital age (McCulloch’s chapter 3); we also consider how language evolves (via an interview with McCulloch).

Gretchen McCulloch, 2019, “Internet People” in Because Internet: Understanding the New Rules of Language, ch. 3. (This HTML file is in the zip file above.)
Gretchen McCulloch and Audie Cornish, 2019, ‘Because Internet,’ a guide to our changing language, LOL

Dec 07 Mon - Pushback

Stacey L. Morrison, Ricardo Gomez, 2014, Pushback: Expressions of resistance to the ‘evertime’ of constant online connectivity
Alex Vadukul, 2025, Now in College, Luddite Teens Still Don’t Want Your Likes (paywall?)

Course objectives