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I Love Your Book, but I Love My Version More: Fanfiction in the English Language Arts Classroom
| Content Provider | Semantic Scholar |
|---|---|
| Author | Mathew, K. Lila Adams, Devon |
| Copyright Year | 2009 |
| Abstract | A t midnight on August 2, 2008, the final installment of Stephenie Meyer’s Twilight Series, Breaking Dawn, hit bookstore shelves across the globe. But, regardless of whether Bella would chose Jacob Black or Edward Cullen as her final paramour, or whether she would become a vampire or remain mortal in Meyer’s grand finale, millions of children and teens had already finished the novel. For months they had been formulating extensions of Bella’s story—alternative narratives, new twists, and their own endings. Many of them, after finishing the final book . . . again . . . pressed their computers’ power buttons, connected to the Internet, navigated to their favorite websites, and began typing their own versions of what might have happened or what they hoped would happen to bring the series to its conclusion. They returned to what has become a favorite literary destination for so many young people: fan fiction, or fanfic. Fan fiction is just what the name implies: it is fiction written by fans, often teenagers, of novels, movies, television, or other media. This fiction is based in the worlds created by the authors, but young fans extend, elaborate, or appropriate the text for their own purposes. Fanfics come in many different recognized genres, and some innovative, even multimodal forms, as well. The world of fan fiction is inhabited by a community of authors and readers, where critics argue that the point of intersection between reader and text is the only true place where the work “exists” (Keesey 128). English language arts teachers can tap into this community and intersection to engage learners on their own virtual turf. Although fan fiction can be written about a vast array of popular and classic novels, the fiction arising from the wildly popular Twilight series by Stephenie Meyer works especially well for introducing how this genre can be used in the classroom. Beware, “spoilers” for the Twilight series are necessary to best illuminate this sensation. |
| File Format | PDF HTM / HTML |
| DOI | 10.21061/alan.v36i3.a.5 |
| Alternate Webpage(s) | http://scholar.lib.vt.edu/ejournals/ALAN/v36n3/pdf/mathew.pdf |
| Alternate Webpage(s) | https://doi.org/10.21061/alan.v36i3.a.5 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
