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Abstract Memes and 4Chan And ABSTRACT MEMES AND 4CHAN AND HATERS, OH MY! RHETORIC, IDENTITY, AND ONLINE AGGRESSION Erika M. Sparby, PhD Department of English Northern Illinois University, 2017 Dr. Jessica Reyman, Director This project takes a rhetorical approach to studying online aggression. Frequently, targets of aggression are told not to “feed the trolls,” or not to respond to aggressive content lest they fuel further aggressive acts. However, this tactic does not work because it blames targets for further aggressive acts—not the aggressor—and it silences discourse. This dissertation examines methods for resisting online aggression without amplifying it while opening pathways to constructive dialog online. Each chapter studies a different popular locus of online aggression. The second chapter explores image macro memes and how they can perpetuate identity-based stereotypes; it offers counter-meming as a potential method for resisting memetic aggression. The third chapter takes two threads from 4chan’s /b/ board as case studies to show how identity rhetoric can shift discourses around transpeople in hostile spaces. The fourth chapter examines the “mean comments” six female YouTubers receive on their channels and offers the parodic reading mean comments video genre as means of subverting YouTube haters. The final chapter closes by presenting ways to teach methods for resisting online aggression in college and university writing courses and suggesting avenues for further research. NORTHERN ILLINOIS UNIVERSITY DE KALB, ILLINOIS AUGUST 2017 MEMES AND 4CHAN AND HATERS, OH MY! RHETORIC, IDENTITY, AND ONLINE AGGRESSION BY ERIKA M. SPARBY ©2017 Erika M. Sparby A DISSERTATION SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR OF PHILOSOPHY DEPARTMENT OF ENGLISH Doctoral Director: Jessica Reyman ACKNOWLEDGEMENTS I owe many people a debt of gratitude for helping this project come to fruition. First and foremost, thank you to my dissertation committee members, present and past: Jessica Reyman, Kristen Myers, Michael Day, and Phil Eubanks. Jessica provided insightful feedback every step of the way; she is an amazing mentor. Michael connected me to a vast storehouse of resources that helped me establish a critical rhetorical framework. Kristen joined late in the game, but she provided some foundational feminist theories that took my work to the next level. Phil challenged me to make my arguments stronger and more precise. I am also thankful for the various awards I have received for this work, namely the 2016- 2017 Junior Schriber Scholar Award from NIU’s English department and Dr. Mary Schriber and the 2016 Gloria Anzaldúa Award from the Conference on College Composition and Communication’s Queer Caucus. These awards provided support that greatly aided in the research and writing of this project. Thank you also to my friends and family who have been patient with and supportive of me over the last two and a half years. I am grateful for the wonderful support from Mom, Dad, Chad, Brooke, Grandma, and Chuck for understanding when I couldn’t see you as often as I would have liked because I had to write. I missed some family gatherings and other social iii events, but you continued to support and encourage me. I also could not have done this without the support of my friends and officemates. Jordan, Harn, Michelle, Jamie, Tristan, Rhiannon, Kelle, Ashley, Stephanie, Triona, Amanda, and Jen (my work wife!), you were a solid support network that kept me sane. I am also grateful to my friends at Bill Cho’s UTC for helping me blow off steam and clear my head at the end of every day. And thank you most of all to Adam for always being there for me in so many ways, big and small. Even though you were also exhausted after long days of work and school, you cooked me meals, fixed my car, and you made me laugh even on my worst days. I could not have done any of this without your love and support. DEDICATION To all the women who have found themselves the targets of online aggression that challenges, marginalizes, or denigrates their identities. TABLE OF CONTENTS Page LIST OF FIGURES ................................................................................................................. vii LIST OF TABLES .................................................................................................................. xii Chapter 1. INTRODUCTION: “DON’T FEED THE TROLLS” ............................................ 1 2. MEMING AND COUNTER-MEMING: REMIXING DIGITAL MEDIA TO CHALLENGE GENDER STEREOTYPES ........................................................... 10 Introduction: What Is an Internet Meme? ............................................. 10 Research Methods and Data Attribution ............................................... 17 The Cultural Significance of Image Macro Memes .............................. 20 Memetic Production and Spread ........................................................... 22 Irony, Gender, and Image Macros ........................................................ 36 The Call for Counter-Memes: Remixing Fake Geek Girl .................... 50 The Dark(est) Side to Meming and Counter-Meming: Identity Appropriation ........................................................................................ 68 Conclusion: Beyond Counter-Meming ................................................. 78 3. 4CHAN AND TRANSWOMEN: USING IDENTITY RHETORIC TO OPEN TRANS-FRIENDLY DISCOURSE ....................................................................... 82 Introduction: What Is 4chan? ................................................................ 82 4chan’s Cultural Significance ............................................................... 86 vi Chapter Page Methods and Data Presentation ............................................................ 89 4chan’s Design, Ethos, and Collective Identity .................................... 92 Gender and /b/’s Collective Identity ..................................................... 114 Conclusion: Performance and Collective Identity ................................ 136 4. READING MEAN COMMENTS: USING PARODY TO SUBVERT YOUTUBE’S HATERS ......................................................................................... 141 Introduction: What Is YouTube? .......................................................... 141 Haters, Mean Comments, and Why They Must Be Stopped ................ 144 Research Methods and Data Attribution ............................................... 151 The Internet’s Awkward Older Sisters (and Mom) .............................. 156 Female YouTubers and Mean Comments ............................................. 164 Reading Mean Comments: A New Form of Parody ............................. 180 Conclusion: The Problem with Parody and Why It’s Worth It ............ 211 5. CONCLUSION: LEARNING TO FEED THE TROLLS ........................................ 215 Pedagogical Implications and Learning Outcomes ............................... 216 Future Research Directions ................................................................... 228 Ethical Obligations ................................................................................ 229 REFERENCES ......................................................................................................................... 231 LIST OF FIGURES Figure Page 1. Advice Dog .................................................................................................................... 11 2. Philosoraptor .................................................................................................................. 12 3. Successful Black Man .................................................................................................... 14 4. Ordinary Muslim Man ................................................................................................... 14 5. Rage Guy ....................................................................................................................... 24 6. Cuteness Overload ......................................................................................................... 24 7. Pfftch .............................................................................................................................. 24 8. Dancing Man .................................................................................................................. 25 9. Meme ridiculing Kim Davis .......................................................................................... 27 10. Meme defending Kim Davis .......................................................................................... 27 11. The Dress ....................................................................................................................... 29 12. Willy Wonka meme ....................................................................................................... 29 13. Courage Wolf ................................................................................................................. 31 14. Insanity Wolf ................................................................................................................. 31 15. Unhelpful High School Teacher .................................................................................... 36 16. Scumbag Steve ............................................................................................................... 39 17. Butthurt Dweller ...........................................................................................................
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