This thesis examines the themes of characterization of the character Sasha James and Not-Sasha within the media text The Magnus Archives, as well as which of the themes can be seen reflected in the visual paratextual works created by the audio dramas fan community. This is to examine what influences the visual representation created in paratextual work when the media text from which the visuals take inspiration lacks visuals and description of characters. The thesis employs a thematic-analysis approach and monster theory to understand how the horror genre and the monstrous narrative of Sasha James have helped inspire the visualizations. The result presents three themes of Sasha James' canon narrative that have impacted the visual paratextual work created by the audio dramas fan community: The “real” Sasha, Not-There, and wit. The themes showed how fans approached the subject of the monstrous body within the paratextual work by presenting a version of Not-Sasha with easily identified monstrous features, but also their willingness to employ the monster’s wit to visualize it as a humanoid version, working as a parallel to Sasha James.

The following study aims to explore pupils’ attitudes toward fan fiction in a Swedish upper secondary ELT classroom in order to discuss the potential of fan fiction as a pedagogical resource. The aim is investigated through research questions concerning attitudes toward fan fiction as well as possible challenges and benefits in connection to how fan fiction could be included from a pupil perspective. The study was conducted through semi-structured interviews with 11 pupils attending English 5 or 6 in Swedish upper secondary schools. The collected data was processed through thematic analysis and examined with self-determination theory as a theoretical framework.  The results of the study reveal that the interviewed pupils exhibit positive attitudes toward including fan fiction as pedagogical material. In addition, the study indicates that fan fiction, according to the pupils, can be utilized to develop several language skills, such as grammar, vocabulary, and reading comprehension. With these learning outcomes in mind, the pupils mentioned that fan fiction could be incorporated into the classroom through productive and receptive tasks. Such tasks involve creating endings to narratives, providing and receiving feedback on creative writing projects, or reading fan fiction to complement and enhance the experience of a novel or film. Despite the positive learning outcomes, the pupils noted that possible challenges could regard finding appropriate content, assessing and grading creative assignments, and navigating creative demands. In conclusion, fan fiction may function as a potential pedagogical resource and therefore it is relevant to continue exploring the pedagogical potential of fan fiction in the Swedish ELT classroom.