University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2019 Fanfiction Reviews and Academic Literacy: Potential Impacts and Implications Regina Weiler University of Central Florida Part of the Rhetoric and Composition Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Weiler, Regina, "Fanfiction Reviews and Academic Literacy: Potential Impacts and Implications" (2019). Electronic Theses and Dissertations, 2004-2019. 6322. https://stars.library.ucf.edu/etd/6322 FANFICTION REVIEWS AND ACADEMIC LITERACY: POTENTIAL IMPACTS AND IMPLICATIONS by REGINA A. WEILER B.A. University of Central Florida, 2006 M.A. University of Central Florida, 2009 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Writing and Rhetoric in the College of Arts and Humanities at the University of Central Florida Orlando, Florida Spring Term 2019 ABSTRACT This study is meant to elucidate how fanfiction-related activities can incorporate many types of critical review, to call attention to what has been overlooked as significant forms of learning, and to understand and take advantage of the opportunities fanfiction’s unconventional writing affords in lieu of more deliberate learning environments. This thesis was undertaken due to the significant gap in work done by aca-fan — a portmanteau of academic and fan— scholars who have strong links to the fanfiction community and culture. The aspects explored are the technical writing skills and techniques demonstrated in fanfiction reviews, the influence of the nontraditional online learning environment, the rhetorical strategies that reviewers use to give feedback, the significant categories of things that reviewers comment on, and the value of skills taught peer-to-peer in this manner. The results of my research suggest that peer review in a relaxed, non-academic context leads to improved confidence and skill among a wide demographic range. This thesis proposes that fanfiction writing, reading, and reviewing supports learning. The evidence suggests that it be incorporated where applicable in formal classroom learning to supplement traditional understandings of grammar, syntax, tone, and the use of universal tropes. ii This study is dedicated to all of my fanfiction mentors and editors, past and present, who encouraged me to come out of my shell, be brave, and tell a story that I would want to read, and to my loyal readers, who enjoy and also enhance my self-indulgent inner universe. Special thanks go to the Dragonball Multiverse community wherein I first floated the idea of writing my own fanfiction seriously, and its English section’s moderators and regular commenters, who formed my first readerbase, and continue to support me today. To my friends and editors, particularly American Vigor, davidstarlingm, DeadlyChestnut, Devilman, Elbadj, Renalto Lifecraft, Saucemonkey, and SwanOfWar, thanks for being the best DBZ nerd friends I could ever ask for. (⌯ŎᴗŎ⌯)~♡ iii TABLE OF CONTENTS LIST OF FIGURES ......................................................................................................................................... v LIST OF TABLES .........................................................................................................................................vi LIST OF ABBREVIATIONS, ACRONYMS, & DEFINITIONS ............................................................... vii OVERVIEW OF THE STUDY....................................................................................................................... 1 CHAPTER 1: BEGINNING TO DIG IN THE RHETORICAL SANDBOX ................................................ 2 Introduction ................................................................................................................................................ 2 Intent of Study .......................................................................................................................................... 14 Research Questions .............................................................................................................................. 15 Interchapter 1: The beginning of my journey ........................................................................................... 16 CHAPTER 2: BUILDING ON THE FOUNDATIONS OF PREVIOUS ACADEMIC SANDCASTLES .. 19 Literature Review ..................................................................................................................................... 19 Interchapter 2: And now, a thank you to the aca-fans .............................................................................. 29 CHAPTER 3: PLANNING MY OWN SANDCASTLE ............................................................................... 31 Theoretical Frame ..................................................................................................................................... 31 Methodology ............................................................................................................................................ 32 Setting .................................................................................................................................................. 32 Data Collection Methods ..................................................................................................................... 33 Participants........................................................................................................................................... 34 Researcher's Role ................................................................................................................................. 34 Data Collection and Analysis ................................................................................................................... 35 Codes ................................................................................................................................................... 36 Process and Limitations ....................................................................................................................... 39 Interchapter 3: There will always be trolls ............................................................................................... 39 CHAPTER 4: SHAPING MY SANDCASTLE’S SPIRES AND TURRETS .............................................. 41 Data Analysis ........................................................................................................................................... 41 Initial questionnaires ............................................................................................................................ 41 Analysis of A Good Man reviews ........................................................................................................ 57 Interchapter 4: Reflecting on shortcomings .............................................................................................. 71 CHAPTER 5: RESULTS, OR, WHO LIVES IN THIS CASTLE OF SAND?............................................. 73 Results and Implications ........................................................................................................................... 73 Results .................................................................................................................................................. 73 Implications ......................................................................................................................................... 76 Interchapter 5: What have we learned? .................................................................................................... 80 CHAPTER 6: OPENING MY SANDCASTLE OF DISCOVERY TO THE PUBLIC ................................ 81 Conclusion and Pedagogical Implications ................................................................................................ 81 Peroration: What more can we learn? ....................................................................................................... 91 APPENDIX A: FANFICTION INVOLVEMENT QUESTIONNAIRE ....................................................... 94 APPENDIX B: PERSONAL INTERVIEWS .............................................................................................. 100 APPENDIX C: IRB LETTER ..................................................................................................................... 104 REFERENCES ............................................................................................................................................ 106 iv LIST OF FIGURES Figure 1 - Gender? ...................................................................................................................................................... 41 Figure 2 - Is English your first language? .................................................................................................................. 42 Figure 3 - In what age group are you? ........................................................................................................................ 43 Figure 4 - At what age did you get into fanfiction-related activities? ........................................................................