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Composing Online: a Case Study of Embodiment, Digitality, and Youtube Georgia State University ScholarWorks @ Georgia State University English Dissertations Department of English 5-4-2021 Composing Online: A Case Study of Embodiment, Digitality, and YouTube Meagan E. Malone Follow this and additional works at: https://scholarworks.gsu.edu/english_diss Recommended Citation Malone, Meagan E., "Composing Online: A Case Study of Embodiment, Digitality, and YouTube." Dissertation, Georgia State University, 2021. https://scholarworks.gsu.edu/english_diss/244 This Dissertation is brought to you for free and open access by the Department of English at ScholarWorks @ Georgia State University. It has been accepted for inclusion in English Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. Composing Online: A Case Study of Embodiment, Digitality, and YouTube by Meagan E. Malone Under the Direction of Mary Hocks,PhD A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the College of Arts and Sciences Georgia State University 2021 ABSTRACT This study examines YouTube channel, ContraPoints, by trans woman Natalie Wynn. It begins with close readings and analyses of an example video and body of comments from Wynn’s oeuvre that draw conclusions about how trans embodiment intersects with online, multimodal composing. The study finds that, in her video “Beauty,” Wynn’s bodily presentation and rhetorical attitudes towards dominant norms of gender and sexuality constantly shift. Furthermore, the study uncovers evidence that commenter attitudes about gender and sexuality in the video “Autogynephilia” likewise shift as a result of encounters with the video and with other commenters. Next, the study reads the YouTube video page as an assemblage composed of smaller assemblages, or modules. I discover that each of the modules relate to one another in such a way as to endow the YouTube video page assemblage with the capacities to enter social justice movements, yet the specific properties of the modules on ContraPoints video pages fail to provide the sufficient conditions to exercise this capacity. Nevertheless, the study concludes that ContraPoints video page assemblages do have the capacity to generate interpersonal, communal reflections on complex issues around gender and sexuality, reflections that may give rise to changing beliefs. These belief changes are necessary for any future community-building that may enable social justice movements aimed at expanding rights around gender and sexuality. This case study, then, offers one answer among infinite possible answers to Phil Bratta and Scott Sundvall’s question of how composers with diverse embodiments address systems of domination using digital technology. The study also suggests that assemblage theory represents a productive framework for interpreting online, multimodal compositions that incorporate large bodies of information, or big-data assemblages. INDEX WORDS: Embodiment, Digital, Transgender, Composition, YouTube, Multimodality Copyright by Meagan E. Malone 2021 Composing Online: A Case Study of Embodiment, Digitality, and YouTube by Meagan E. Malone Committee Chair: Mary Hocks Committee: Ashley Holmes George Pullman Electronic Version Approved: Office of Graduate Services College of Arts and Sciences Georgia State University May 2021 iv DEDICATION This work is dedicated to Patty and Mark Malone. Thank you for your unwavering support. v ACKNOWLEDGEMENTS Thank you to Mary Hocks for your incredible, robust, perfect feedback and your optimistic, supportive spirit. Thank you to Ashley Holmes for your suggested readings; they were spot on and incredibly generative. Thank you to George Pullman for your dark rhetoric. Thank you to Stephanie Graves and all the folks at Mephanie Co-dependent Writing LLC for introducing me to the brilliance of Natalie Wynn and for being my intellectual conspirator(s). Thank you to the other Dominant Jerries, David St. John and Christine Anlicker, for the support and brilliance you afforded me during this process. Thanks to Steve Nennig for listening to me ramble about things. Lastly, thank you to coffee and Cryptic Woods. vi TABLE OF CONTENTS ACKNOWLEDGEMENTS ........................................................................................................ V LIST OF TABLES ...................................................................................................................... IX LIST OF FIGURES ..................................................................................................................... X INTRODUCTION......................................................................................................................... 1 CHAPTER I: MAKING THE CASE FOR CONTRAPOINTS ................................................ 5 1.1 Contrapoints: Building a Case ................................................................................... 19 1.2 RWS Internet Case Studies: Guiding Goals, Boundaries, and Spheres of Influence ...................................................................................................................... 21 1.2.1 Guiding Goals ......................................................................................................... 24 1.2.2 Boundaries .............................................................................................................. 25 1.2.3 Using Spheres of Influence to Select Boundaries ................................................. 27 1.3 Conclusion ................................................................................................................... 39 2 THE RHETORICAL DECOMPOSITION-RECOMPOSITION STRUGGLE ...... 40 2.1 The Decomposition-Recomposition Struggle ........................................................... 46 2.2 Beauty .......................................................................................................................... 53 2.3 The Sets, Looks, and Their Places on the Decomposition-Recomposition Spectrum ..................................................................................................................... 58 2.4 Using Language that Decomposes ............................................................................ 62 2.5 Lampooning and Subverting Language that Decomposes ..................................... 68 vii 2.6 Honestly Negotiating Tensions Between Accepting and Rejecting ....................... 74 2.7 Conclusion ................................................................................................................... 75 3 YOUTUBE COMMENTS: IN-FLUX-NESS OF ATTITUDES ABOUT GENDER AND SEXUAL IDENTITY ............................................................................................ 77 3.1 Methods ....................................................................................................................... 83 3.2 Comment Analysis Findings ..................................................................................... 89 3.3 Comment Analysis Discussion ................................................................................ 102 3.4 Conclusion ................................................................................................................. 105 4 ASSEMBLING THE YOUTUBE VIDEO PAGE ..................................................... 107 4.1 Assemblage Theory Framework ............................................................................. 113 4.2 Reading Module 2 as an Assemblage ..................................................................... 119 4.3 Reading Module 5 as an Assemblage ..................................................................... 128 4.4 The YT Video Page Assemblage ............................................................................. 132 4.5 Conclusion ................................................................................................................. 135 5 IMPLICATIONS FOR THE FIELD .......................................................................... 136 5.1 Transing RWS .......................................................................................................... 137 5.2 From Digital, Multimodal Composition to Big-Data Assemblage to Network Analysis ..................................................................................................................... 140 WORKS CITED........................................................................................................................ 145 viii ix LIST OF TABLES Table 2 Elements of Gallagher's Case Study ................................................................................ 22 Table 3 The Elements of the ContraPoints Case Study ................................................................ 38 Table 4 Chapter 2 Case Boundaries .............................................................................................. 45 Table 5 Amendments to Bratta And Sundvall's Original Call for Research ................................ 51 Table 6 Chapter 3 Boundaries....................................................................................................... 83 Table 7 30 Most Liked Comments by Category and Date............................................................ 99 Table 8 Features of an Assemblage ............................................................................................ 114 Table 9 River Assemblage .........................................................................................................
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