Fanfiction consists of works written by amateurs using pre-existing characters and plots, often shared online for free. Although fanfiction began long before the advent of the internet, the worldwide web has created a platform wherein fanfiction is allowed and encouraged to spread almost unconditionally, reaching new populations and rising slowly but surely into the public eye. As the internet has made fanfiction more accessible and public, it has also increased the number of children and young adults involved in the process. And in the unsupervised wilderness of the internet, sexual content is a common feature of fanfiction, with a varying degree of accuracy in said sexual content. As the influence of fanfiction spreads, academic research into fanfiction has also spread. The purpose of this project is to better understand how fanfiction can impact what adolescents and young adults know about sex and how that information shapes their sexual attitudes. A secondary goal is to question fanfiction authors and readers about whether they are interested in the presentation of accurate sexual information in fanfiction. In order to answer these questions, this project included a review of several works of fanfiction, as well as a survey of 25 fanfiction readers and writers, and interviews with seven of the survey participants. In general, the answer to whether fanfiction has impacted users has been a resounding yes. Prosumers (those who may produce and/or consumer fanfiction) reached through the survey and the interviews largely identified fanfiction as an important resource in their sexual education, with a mostly positive influence. Prosumers cited fanfiction as a source that broadened their knowledge of the intricacies and variations of sex, as well as something that made them more understanding of their own desires and the desires of others. On the other hand, fanfiction prosumers did not necessarily cite fanfiction as being technically accurate. Instead, they valued fanfiction for the variety of viewpoints fanfiction brought them, and the chances it gave them to portray their own lives and issues through their favorite pieces of pop culture. Because the information gathered through this project identifies fanfiction as a source of information about sex for prosumers, and the Archive of Our Own platform specifically, as a reasonable and useful place to embed health-based sex ed interventions. However, fanfiction prosumers mostly seem to know the limits of their creations already, and already have some types of intervention in place, such as the tradition of informational author notes. If future interventions were to be enacted, it would have to be carefully planned with the prosumers, and would likely be most efficacious if it were to utilize those existing prosumer interventions.

The focus of this thesis is how fanfiction, an underground subculture of web literature written about popular books, films, television shows, and comics, treats the original works it derives from. In this study I will examine the ways in which fans reshape the original stories of the works they write about, and the ways in which they do not, and speculate the reasons they have chosen to do so. This project examines fanfiction surrounding three young adult novels: Twilight, The Hunger Games, and Harry Potter. I examine each of these works and their respective fanfiction in order to highlight important themes in each work and problems inherent in each story to account for the changes fanfiction writers make in their literature. I have chosen one overarching theme in the fanfiction in each fandom and will explore why fanfiction authors have overwhelmingly chosen to change the source material to suit that theme.

Esta tese tem por objetivo investigar como o letramento em língua estrangeira (LE) pode ser apoiado pelo uso de um recurso digital passível de auxiliar os processos de leitura e produção textual. Assim, a presente pesquisa baseia-se nos estudos de Feldman e Sanger (2006) acerca da mineração de textos e nas pesquisas de Black (2007, 2009) sobre a incorporação de um gênero textual característico da internet (fanfiction) na aprendizagem de línguas. Através da utilização de um recurso de mineração de texto (Sobek), a partir do qual ocorre a extração dos termos mais recorrentes em um texto, os participantes deste estudo criaram narrativas, em meio digital. Os doze alunos participantes da pesquisa utilizaram a ferramenta Sobek como mediadora da produção de histórias conhecidas como fanfictions, nas quais novas tramas são criadas a partir de elementos culturais já reconhecidos na mídia. Os informantes eram seis graduandos em Letras e seis alunos de um curso de extensão, ambos os grupos na Universidade Federal do Rio Grande do Sul (UFRGS). Na tarefa proposta, cada aprendiz leu uma fanfiction de sua escolha, publicada na web, e utilizou a ferramenta de mineração para formar grafos com os termos mais recorrentes da história. Durante tal processo, o aluno tinha oportunidade de fazer associações entre as expressões do texto, de modo a formar, na ferramenta Sobek, uma imagem em rede (grafo) que representasse termos recorrentes nesse gênero textual (tais como o uso de tempos verbais no passado e adjetivos para caracterizar personagens e contexto). Posteriormente, esse grafo foi repassado a um colega, que assim iniciou seu processo de composição com base nessa imagem representativa do texto. A partir da análise dos dados, observou-se que a utilização da ferramenta digital deu suporte à produção textual em LE, e sua subsequente prática de letramento, visto que os autores se apoiaram no recurso de mineração para criar suas narrativas fanfiction. / This doctoral thesis aims at investigating how literacy in a foreign language (FL) may be supported by the use of a digital resource which can help the processes of reading and writing. Thus, the present research is based on studies by Feldman and Sanger (2006) about text mining, and on research by Black (2007, 2009) about the incorporation of a textual genre characteristic of the Internet (fanfiction) in language learning. Through the use of a text mining resource (Sobek), which promotes the extraction of frequent terms present in a text, the participants of this study created narratives, in digital media. The twelve students who participated in the research used the tool Sobek to mediate the production of stories known as fanfictions, in which new plots are created from cultural elements already recognized in the media. The participants were six undergraduate students of Languages and six students who were part of an extension course, both groups at the Federal University of Rio Grande do Sul (UFRGS). In the proposed task, each student read a fanfiction of his/her choice, which was published on a website, and used the mining tool to develop graphs with the recurrent terms found in the story. During this process, the student had the opportunity to make associations between expressions from the text, using the software Sobek, so as to form an image (graph) that represented terms used in this textual genre (such as the use of verbal tenses in the past and adjectives to describe characters and context). Later, this graph was forwarded to a peer, who then began his/her writing process based on this picture originated from a text. From the data analysis, it was observed that the use of a digital tool supported the text production in the FL, and its following practice of literacy, as the authors relied on the mining resource to create their fanfictions.

Esta tese tem por objetivo investigar como o letramento em língua estrangeira (LE) pode ser apoiado pelo uso de um recurso digital passível de auxiliar os processos de leitura e produção textual. Assim, a presente pesquisa baseia-se nos estudos de Feldman e Sanger (2006) acerca da mineração de textos e nas pesquisas de Black (2007, 2009) sobre a incorporação de um gênero textual característico da internet (fanfiction) na aprendizagem de línguas. Através da utilização de um recurso de mineração de texto (Sobek), a partir do qual ocorre a extração dos termos mais recorrentes em um texto, os participantes deste estudo criaram narrativas, em meio digital. Os doze alunos participantes da pesquisa utilizaram a ferramenta Sobek como mediadora da produção de histórias conhecidas como fanfictions, nas quais novas tramas são criadas a partir de elementos culturais já reconhecidos na mídia. Os informantes eram seis graduandos em Letras e seis alunos de um curso de extensão, ambos os grupos na Universidade Federal do Rio Grande do Sul (UFRGS). Na tarefa proposta, cada aprendiz leu uma fanfiction de sua escolha, publicada na web, e utilizou a ferramenta de mineração para formar grafos com os termos mais recorrentes da história. Durante tal processo, o aluno tinha oportunidade de fazer associações entre as expressões do texto, de modo a formar, na ferramenta Sobek, uma imagem em rede (grafo) que representasse termos recorrentes nesse gênero textual (tais como o uso de tempos verbais no passado e adjetivos para caracterizar personagens e contexto). Posteriormente, esse grafo foi repassado a um colega, que assim iniciou seu processo de composição com base nessa imagem representativa do texto. A partir da análise dos dados, observou-se que a utilização da ferramenta digital deu suporte à produção textual em LE, e sua subsequente prática de letramento, visto que os autores se apoiaram no recurso de mineração para criar suas narrativas fanfiction. / This doctoral thesis aims at investigating how literacy in a foreign language (FL) may be supported by the use of a digital resource which can help the processes of reading and writing. Thus, the present research is based on studies by Feldman and Sanger (2006) about text mining, and on research by Black (2007, 2009) about the incorporation of a textual genre characteristic of the Internet (fanfiction) in language learning. Through the use of a text mining resource (Sobek), which promotes the extraction of frequent terms present in a text, the participants of this study created narratives, in digital media. The twelve students who participated in the research used the tool Sobek to mediate the production of stories known as fanfictions, in which new plots are created from cultural elements already recognized in the media. The participants were six undergraduate students of Languages and six students who were part of an extension course, both groups at the Federal University of Rio Grande do Sul (UFRGS). In the proposed task, each student read a fanfiction of his/her choice, which was published on a website, and used the mining tool to develop graphs with the recurrent terms found in the story. During this process, the student had the opportunity to make associations between expressions from the text, using the software Sobek, so as to form an image (graph) that represented terms used in this textual genre (such as the use of verbal tenses in the past and adjectives to describe characters and context). Later, this graph was forwarded to a peer, who then began his/her writing process based on this picture originated from a text. From the data analysis, it was observed that the use of a digital tool supported the text production in the FL, and its following practice of literacy, as the authors relied on the mining resource to create their fanfictions.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In ancient Greece, some authors used the mythological universe to produce their plays, thus creating a new story, or another version of the same story. This practice is very similar to what happens in fanfiction, or fanfic, a story written by a fan, involving the scenarios, characters and plots previously developed in the original. Based on this textual genre, this work presents a proposal of a pedagogical intervention for students of the 9th grade of Elementary School in a State public school in Aracaju-SE. In general terms, the methodology involves workshops aimed at reading, critical understanding and elaboration of fanfictions. The proposal is supported by the methodological concepts proposed by Roxane Rojo, which deals with the promotion by the school of teaching proposals that involve the cultural and semiotic multiplicity of society. Among the theoretical contributions that underlie the discussions are the approaches of Bakhtin's circle about the dialogical analyzes of the discourse, of Michel Foucault and Roland Barthes, which deal with the concept of authorship. The contributions of Maurizio Gnerre, who discusses the relations between writing and power, by Donna Haraway, on the relations between organism and machine, and Humberto Maturana, about technology and human living, were also used. The contributions of Maria da Glória Bordini and Vera Teixeira Aguiar were used for the didactic sequence, main point to the application of the proposal, which discusses the Receptive Method of reading, which encourages students to produce texts effectively and expand these preferences with the presentation of new readings to students. Student participation in fanfic production workshops was instrumental in their perception of reading and text production, as well as stimulating work in a collaborative way. / Na Grécia antiga, alguns autores usavam o universo mitológico para produzir suas peças, criando, assim, uma nova história, ou ainda, outra versão da mesma história. Essa prática é muito parecida com o que acontece na fanfiction, ou fanfic, história escrita por um fã, envolvendo os cenários, personagens e tramas previamente desenvolvidos no original. Baseado nesse gênero textual, este trabalho apresenta uma proposta de intervenção pedagógica destinada a alunos do 9º ano do Ensino Fundamental de uma escola pública da rede estadual em Aracaju-SE. Em termos gerais, a metodologia envolve oficinas que visam à leitura, à compreensão crítica e à elaboração de fanfictions. A proposta está respaldada nos conceitos metodológicos propostos por Roxane Rojo, que trata do fomento, por parte da escola, de propostas de ensino que envolvam a multiplicidade cultural e semiótica da sociedade. Entre os aportes teóricos que fundamentam as discussões estão as abordagens do círculo de Bakhtin acerca das análises dialógicas do discurso, de Michel Foucault e Roland Barthes, que tratam do conceito de autoria. Foram também utilizadas as contribuições de Maurizio Gnerre, que discute as relações entre escrita e poder, de Donna Haraway, sobre as relações entre organismo e máquina, e de Humberto Maturana, entre tecnologia e viver humano. Para a sequência didática, central na aplicação da proposta, foram utilizados os aportes de Maria da Glória Bordini e Vera Teixeira Aguiar, que discorrem sobre o Método Recepcional de leitura, que incentiva os alunos à produção efetiva de textos e a ampliação dessas preferências com a apresentação de novas leituras aos alunos. A participação dos estudantes nas oficinas de produção de fanfics revelou-se instrumental na percepção destes acerca da leitura e produção de texto, além de estimular o trabalho de forma colaborativa. / Itabaiana, SE

El presente trabajo de investigación consta de un análisis del discurso de las historias fan-fiction y cómo éstas construyen la identidad de los jóvenes en comunidades virtuales de fan-fiction, también llamados fandoms. El análisis se realizará en base a dos fanfics que se realizaron en la plataforma virtual de Wattpad. En relación al discurso de las historias de fan-fiction, se analizará la temática, la narrativa, y los personajes dentro de cada historia; así como el papel de cada uno de los actores que participan de la comunidad, ya sea el escritor de la historia o el lector. En estas variables se encuentra plasmada la identidad de cada uno de los actores mencionados; por lo que, de esta manera, se determinará el perfil y cómo es la relación de los diversos actores que interactúan dentro de la comunidad virtual mencionada. / This research work consists of a discourse analysis of fan-fiction stories and how they build the identity of young people in virtual fan-fiction communities, also called fandoms. The analysis will be carried out based on two fanfics that were carried out on the Wattpad virtual platform. In relation to the discourse of fan-fiction stories, the theme, the narrative, and the characters within each story will be analyzed; as well as the role of each of the actors that participate in the community, be it the writer of the story or the reader. In these variables the identity of each one of the mentioned actors is reflected; So in this way, the profile will be determined and how is the relationship of the various actors that interact within the virtual community mentioned. / Trabajo de investigación

No description available.

Fanfiction provides the unique opportunity to explore disruptions of heteronormativity through tropes. By exploring different fanfictions in the Soulmate AU, ABO Dynamics, and Mpreg tropes, the disruptions indicate a desire to explore gender, identity, and sexuality through queered characters. Male slash fanfiction provides the chance to examine the disruption of the heteronormative through the queering of male characters and placing them into situations that may embrace the feminine or a female-gendered experience. The situating of heterosexual male characters into queered roles allows an examination of how this disrupts canonical ideas of gender, identity, and sexuality. By reviewing the male slash relationships in these tropes, the narratives may explain why the disruption of heteronormativity seems so appealing to fanfiction authors and readers. Heteronormativity restricts exploration of new dynamics and experiences that fanfiction authors and readers may crave to investigate. Disrupting that heteronormativity presents new opportunities for experiences in areas that may receive underrepresentation.

Fanfiction är en relativt ny textgenre som kan användas i klassrumsundervisningen. Mig veterligen finns ingen svensk forskning om användandet av fanfiction som undervisningsmetod på högstadiet i något av de moderna språken. Ett projekt med fanfictionskrivande har därför genomförts i två klasser med moderna språk i årskurs 9. Sex elever som läste franska och tolv elever som läste tyska har deltagit i hela projektet, som pågick i tre veckors tid. Eleverna fick fritt välja genre och ämne för sin fanfictiontext, som inte behövde ha någon anknytning till målspråkets kultur.  Eleverna informerades först om fanfiction och fick därefter bekanta sig med ett fanfictionforum på målspråket. Efter att ha brainstormat gruppvis påbörjades skrivprocessen, där kamratbedömning var ett stort inslag. I detta arbete redovisas i detalj vilka kommentarer de olika eleverna gav till varandra. Det framgår även hur eleverna korrigerade sina texter efter att ha fått feedback från kamraterna. Metod: Blandade metoder användes i denna studie: kvantitativa metoder har använts i form av två enkäter samt kvalitativa metoder såsom deltagande observationer och öppna intervjuer med fokusgrupper. Deltagandet var helt anonymt och elevernas namn har kodats. Deltagande skedde efter inhämtande av elevens och i förekommande fall båda vårdnadshavares samtycke. Resultat: Studien antyder att elever som läser moderna språk i årskurs 9 är kapabla till att ge positiv feedback åt kamraters texter, avseende innehållet. Den indikerar även att de flesta elever, oavsett kunskapsnivå, utmanas av fanfictionskrivande. Eleverna tyckte om att få välja eget ämne, men hade svårigheter att komma i gång med skrivandet. Flera uppgav spontant att det var kul. Eleverna klagade aldrig över kamratbedömningen, men var inte heller särskilt förtjusta i den. De var inte helt på det klara med att även den positiva feedbacken ingick i kamratbedömningen. Anmärkningsvärt många blev klara med sina texter, trots att bara ett fåtal av dem dessförinnan uppgett sig ha tyckt om att skriva egna texter. Endast tre elever i franskaklassen antog det erbjudande till anonym publicering av texten på en fanfictionsajt på målspråket som gavs. Flera elever, varav något fler elever i franskaklassen än i tyskaklassen uppgav sig vara stolta över sin text.

In this essay, Richelle Mead’s Vampire Academy is analysed through a moral perspective, with a focus on experimentalism and rationalism as presented by Christopher W. Gowans. Furthermore, the application of the novel and its connection to morality in the EFL classroom is discussed, as well as the possibility of introducing fanfiction in the classroom. The main conclusion that could be drawn is that the same action could be either moral or immoral depending on one’s view of morality. The results also indicate that Rose choosing her duty to Lissa over her love for Dimitri was a morally correct decision though it the morality in her having to choose at all is questionable. Furthermore, the results illustrate that compulsion can be moral or immoral depending on why it is used and that it is difficult for the antagonist to be morally correct. It was also concluded that the novel can act as a buffer between the student and the real world and thereby be a starting point for moral discussions in the classroom.