From Writers and Readers to Participants

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From Writers and Readers to Participants FROM WRITERS AND READERS TO PARTICIPANTS: A RHETORICAL/HISTORICAL PERSPECTIVE ON AUTHORSHIP IN SOCIAL MEDIA A Dissertation by CANDICE CHOVANEC MELZOW Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2012 Major Subject: English From Writers and Readers to Participants: A Rhetorical/Historical Perspective on Authorship in Social Media Copyright 2012 Candice Chovanec Melzow FROM WRITERS AND READERS TO PARTICIPANTS: A RHETORICAL/HISTORICAL PERSPECTIVE ON AUTHORSHIP IN SOCIAL MEDIA A Dissertation by CANDICE CHOVANEC MELZOW Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, C. Jan Swearingen Committee Members, M. Jimmie Killingsworth Amy Earhart James Arnt Aune Head of Department, Nancy Warren August 2012 Major Subject: English iii ABSTRACT From Writers and Readers to Participants: A Rhetorical/Historical Perspective on Authorship in Social Media. (August 2012) Candice Chovanec Melzow, B.A., The University of Houston-Victoria; M.A., The University of Houston-Victoria Chair of Advisory Committee: Dr. C. Jan Swearingen Despite the recent growth of social media, rhetorical theory which addresses authorship in this realm has been slow to develop. Static terms such as “reader,” “writer,” and “author” are often used to refer to the roles occupied by users in social media, although these terms are insufficient to describe the dynamic rhetorical exchange which occurs there. The goal of this dissertation is to use rhetorical theory to develop an updated terminology to describe the model(s) adopted by creators of social media content. First, past models of authorship are surveyed to locate rhetorical precedents for the model(s) that currently exists in social media. After comparing potential historical precedents to the overall process of content creation in social media, the term “participant” is adopted to describe the roles which users assume when creating digital content. Although “participant” initially appears to be an appropriate term, this notion is complicated when one considers the asymmetrical roles adopted on a smaller scale in genres such as social networking and blogs. To determine if the “participant” model is still applicable in such cases, an examination of authorship as it occurs in the genre of iv women’s personal blogs is conducted. An analysis of the terms that bloggers use to refer to themselves as writers reveals that bloggers situate themselves in roles through which they claim to speak for a group such as storyteller and truth-teller. Subsequent examination of the interactions between bloggers and other participants reveals that bloggers negotiate authority with readers in a variety of ways. By using such strategies, bloggers attempt to situate themselves as community members in a manner which aligns with the “participant” model. The participant role adopted in women’s personal blogs helps this previously marginalized group to establish a public presence and may also serve as a precedent for models which could be adopted by learners in the composition classroom as they strive to break free from the author/student writer binary and to establish themselves as socially-engaged participants. v DEDICATION To my parents, Mark and Lisa Chovanec, and to my husband, Billy vi ACKNOWLEDGEMENTS I would like to thank my committee chair, Dr. Swearingen, and my committee members, Dr. Aune, Dr. Earhart, and Dr. Killingsworth, for their guidance and support throughout this project. Their generosity of time and their willingness to provide insightful feedback have been instrumental in the completion of this dissertation. Thanks also go to my friends and colleagues in the Texas A&M University Department of English as well as to the University Writing Center Dissertation Group for providing feedback during various stages of this project. I also want to extend my gratitude to friends outside of the department who provided wonderful distractions when I needed them most and to various family members who have been a tremendous source of support during this long journey. I am also grateful to my canine companions, Gypsy and Sadie, who managed to absolve many trying times with just the wag of a tail. Finally, thank you to my parents, Mark and Lisa Chovanec, for their encouragement and long-standing commitment to my academic success, and to my partner, Billy, for his unwavering support and patience. None of this would have been possible without you, my love. vii TABLE OF CONTENTS Page ABSTRACT .............................................................................................................. iii DEDICATION .......................................................................................................... v ACKNOWLEDGEMENTS ...................................................................................... vi TABLE OF CONTENTS .......................................................................................... vii CHAPTER I INTRODUCTION: THE RHETORICAL SITUATION IN SOCIAL MEDIA ................................................................................................. 1 Blogs as Prototype .......................................................................... 6 Theoretical Approach ..................................................................... 11 Pedagogical Concerns .................................................................... 13 II A RHETORICAL HISTORY OF AUTHORSHIP .............................. 21 Literature Review ........................................................................... 22 Orality and Early Writing ............................................................... 27 The Revitalization of Literacy ........................................................ 37 The Rise of Print ............................................................................ 43 The Impartial Spectator and the Romantic Genius ........................ 45 Authorship Theory in the Twentieth Century ............................... 52 The Postmodern Perspective .......................................................... 54 Digital Authorship: New Media, New Models ............................. 55 III THE PARTICIPANT ROLE IN SOCIAL MEDIA ............................. 59 The Roles of the Participant in Social Media ................................. 60 Participant Identity and Authenticity in Social Media ................... 72 Conclusion ...................................................................................... 87 IV BLOGS: MEDIUM AND METHODOLOGY .................................... 92 A Note on Genre ............................................................................ 94 Blogs: Derivative Features ............................................................. 96 viii Blog Genres .................................................................................... 102 Precursor Genre: The Diary ........................................................... 107 The Marginalization of Women’s Personal Blogs ......................... 110 Sample Selection and Methodology ............................................... 118 Ethical Considerations .................................................................... 124 V CASE STUDY: PARTICIPANT ROLES IN WOMEN’S PERSONAL BLOGS ................................................................................................. 125 Blogs as Digital Communities ........................................................ 126 Bloggers’ Terms of Self Reference ................................................ 129 Blogger as Empowered Writer ....................................................... 132 Blogger as Inferior Writer .............................................................. 151 Blogger-Reader Interactions .......................................................... 156 Conclusion ...................................................................................... 167 VI CONCLUSION: MARGINALIZED WRITERS AND POTENTIAL PARTICIPANTS .................................................................................. 171 Pedagogical Implications ............................................................... 173 Potential Participants ...................................................................... 177 Conclusions .................................................................................... 182 REFERENCES .......................................................................................................... 184 VITA ......................................................................................................................... 209 1 CHAPTER I INTRODUCTION: THE RHETORICAL SITUATION IN SOCIAL MEDIA Contrary to Barthes’ proclamation, the author is not dead. In fact, she is alive and well and probably has a witty blog which inspired the publication of her first bestseller. Blogging is one of many genres of digital, social media to take the world by storm in recent years. “Social media” is defined as “a group of Internet-based applications that build upon the ideological and technological foundations of Web 2.0, and that allow the creation and exchange of User Generated Content” (UGC) (Kaplan and Haenlein 60). Examples of social media include social networking (Facebook), social bookmarking (Delicious), blogging (Blogger, WordPress), microblogging (Twitter), social news (Reddit), social media sharing
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