TXTING2GATHER
For my final year project, I explored how linguistic variations in text messaging influence intimacy in interpersonal relationships. While many are fluent in texting norms, interpretations often differ across individuals and communities, leading to miscommunication that can affect emotional closeness. Through primary research with Gen Z participants, the project focuses on encouraging youths to reflect on how their texting habits shape connection and intimacy.
The project frames texting as a “new language” to be learned within a school-like system, structured through progressive levels. Taking on a satirical yet educational approach, it constructs a set of texting norms for users to follow, while prompting reflection on individual habits and behaviours in digital communication.
The project frames texting as a “new language” to be learned within a school-like system, structured through progressive levels. Taking on a satirical yet educational approach, it constructs a set of texting norms for users to follow, while prompting reflection on individual habits and behaviours in digital communication.
Beginner Level: TXT Preschool (Flashcards)
The flashcards introduce texting as a subject of study, highlighting how linguistic choices shape intimacy in interpersonal relationships. They also outline how the school path prepares students to approach texting as a new language.
Referencing the familiar format of toddler flashcards, typically used to teach foundational vocabulary, this element is reinterpreted as a contextual entry point to introduce the project’s key ideas and deliverables.
Beginner Level: TXT Preschool (Workbooks)
The “Word”book series introduces common linguistic variations in texting to help students understand the tones behind words. It presents these variations in context and reinforces learning through fun activities like tracing and colouring to support retention.
Each page introduces a popular variation of the word form with the tone indicator and interpretation. Through contextual examples, the workbooks teach how tone shifts through respellings and letter choices, encouraging users to reflect on how their texting habits shape connection and intimacy.
Intermediate Level: Txting Secondary School (School Handbook)
The handbook guides students on how to approach texting through unspoken rules and social norms. It outlines common missteps and behaviours to avoid, while also featuring a reflection section where students can log interactions, examine their communication habits, and consider ways to improve their relationships.
The school handbook presents the school’s vision and values in a satirical tone, outlining strict rules and expectations that guide students on how to text “properly” according to its standards. The handbook also outlines a code of conduct to emphasise the importance of texting norms. It introduces key textual features, such as awareness of social hierarchy and the use of linguistic variations, that youths should consider in their communication.
Intermediate Level: Txting Secondary School (Test Worksheets)
The worksheets present real-life chat scenarios, allowing students to interpret and respond to textual features firsthand. They include questions from different audience perspectives, helping students practise applying their understanding of linguistic strategies and social hierarchy in their responses.
The worksheets are organised into four sections, each representing a different social group, to present how youths navigate hierarchical contexts in texting and adapt their language accordingly. The worksheets include questions that assess youths’ understanding of linguistic variations and their impact on tone. They also prompt reflection on how these strategies shape conversations and influence interpersonal intimacy.
Advanced Level: University of Texting (Archive of Responses)
The final level assesses students by asking them to apply their learning to a brief focused on social hierarchy and linguistic strategies. Their “Final Year Assignment” responses are compiled into an archive of scenarios, revealing the range of texting styles and how differently each student navigates them.
The archive is divided into three scenarios, each compiling context-specific responses. The first focuses on requesting a recommendation letter, the second on a follow-up message, and the third on preventing miscommunication in texting. This split-booklet format allows readers to compare different responses and reflect on varied texting behaviours, highlighting how the same scenario can be approached in multiple ways.