Syllabus

ENG 3407-D618—Gothic Literature and Visual Culture

ENG 3407 Gothic

Tuesday/Thursday, 11:30-12:45 p.m. P511

Professor Ruth Garcia

Email: RGarcia@citytech.cuny.edu

Office Hours: Tuesday 8:30-9:30 a.m., Thursday 4:00-5:00 p.m., and by appointment

Office/Mailbox Location:  Namm 503

Phone Number:  (718) 260-5117

Course Description:

In the eighteenth century, the Gothic genre emerged to enable a new type of reading and thinking about what it means to be human: it created a new imaginative space in which to consider not only dreams and nightmares, but also fantasies of alternate identities. It was possible, through the Gothic, to imagine vampires, zombies, werewolves, and other types of monsters that reflect and mutate human desires.

 

The purpose of this course is to gain a better understanding of the popular genre of the Gothic as it was developed and practiced in the late-eighteenth century and through to today in a variety of cultural contexts. An important foundation to this class is the idea that the Gothic is more than simply mysterious or strange; it is a transgressive and provocative sort of strange.

 

The course will focus on key concepts such as horror, haunting, madness, monsters, and the undead, concepts that serve as entry points to theories such as the uncanny, queerness, and the sublime. Students will critically read, analyze, and write about the ways that the Gothic questions what it means to be normal or accepted. The class will learn about and practice using tools for reading, interpreting, and critically responding to fiction, film, poetry, and other cultural manifestations of the Gothic. In addition, students will participate in conversations about contemporary American identities and also engage in experiential learning through field trips to Gothic architectural spaces.

Student Learning Outcomes:

By the end of this course, students will be able to:

  • Identify and explain the various features and subtleties associated with Gothic Literature in the primarily Romantic and Victorian traditions, in both Great Britain and the United States.
  • Analyze and synthesize the common tropes typically associated with Gothic Literature as well as their parodies.
  • Recognize and identify the role of architecture and setting as primary modes in the genre.
  • Articulate the influence of Gothic Literature and rhetoric in popular culture fiction and film.
  • Appreciate the relationship between the Gothic and the uncanny as it has played out historically as well as how it is discussed in contemporary American culture.
  • Apply Gothic frames of reference to complicate and better understand differences in identities, ethnicities, and sexualities.
  • Identify the basic similarities and differences among the major media types that feature Gothic representations such as film, television, poetry, fiction, and graphic novels.
  • Develop a vocabulary that consists of key terms such as the sublime, the romantic, the fantastic, and the grotesque in order to describe the Gothic effectively in the context of academic writing and class discussion.
  • Draft and revise for content, organization, style, clarity, and emphasis.
  • Work with peers to research and present material in a variety of situations, both oral and written.
  • Gather, interpret, and evaluate sources for research essays on Gothic literature and visual culture.

 

 

Course Learning Outcomes Assessment Measures
Analyze and synthesize the common tropes typically associated with Gothic Literature as well as their parodies.

 

 Evaluate the understanding and analysis of Gothic tropes through weekly critical responses, Gothic spaces group presentation, and formal essays

 
Recognize and identify the role of architecture and setting as primary modes in the genre

 

 Evaluate the identification of central architectural forms through weekly critical responses and Gothic spaces group presentation
Articulate the influence of Gothic Literature and rhetoric in popular culture fiction and film Evaluate the articulation of Gothic influences through weekly critical responses and participation (which includes short in-class and homework assignments and quizzes)
Identify the basic similarities and differences among the major media types that feature Gothic representations such as film, television, poetry, fiction, and graphic novels

 

 Evaluate the identification of similarities and differences of media types through quizzes, formal essays, and final exam

 
Work with peers in order to provide written and oral feedback to one another

 

 Evaluate Gothic spaces group presentation and participation (which includes in-class discussion, peer review, and informal in-class group activities)

 

 

 

General Education Learning Outcomes Assessment Measures
KNOWLEDGE: Breadth of Knowledge:

Identify and explain the range of features and subtleties associated with Gothic Literature in the primarily Romantic and Victorian traditions, in both Great Britain and the United States

 

 

 Assess the ability to identify and explain elements of Gothic literature through weekly critical responses, formal essays, and the final exam
SKILLS: Communication:

Draft and revise formal academic essays and other assignments using MLA style and present formal and informal presentations

 

 

 Assess the ability to communicate using written and oral language in formal essays, Gothic spaces group presentation, weekly critical responses, in-class writing, and in-class group activities
INTEGRATION: Information Literacies:

Gather, interpret, and evaluate sources for research essays on Gothic literature and visual culture

 

 Assess the effective use of a variety of sources in 3 formal essays

 
VALUES, ETHICS, AND RELATIONSHIPS: Community/Civic Engagement:

Appreciate the relationship between the Gothic and the uncanny as it played out historically as well as how it is discussed in contemporary American culture

 

 Assess the understanding and appreciation of the social, political, economic, and historical issues involved in the Gothic through weekly critical responses, quizzes, and in-class writing assignments

 
VALUES, ETHICS, AND RELATIONSHIPS: Global/Multicultural Orientation:

Apply Gothic frames of reference to raise awareness and to better understand differences in identities, ethnicities, and sexualities

 

 Assess the awareness and understanding of difference through in-class discussion, weekly critical responses, and formal essays

 

Assignments and Grading:

  • Weekly Critical Responses 25%
    • Each week you will complete a blog post that responds to the reading. This should be an opportunity for you to reflect on the themes and concepts that you found interesting and/or challenging in the week’s reading and to discuss those thoughts with your classmates. Each post must be 250 words, minimum, and it should fully and thoughtfully respond to the reading. Each week, you also must respectfully and thoughtfully respond to at least two other blog posts. Initial posts must be completed by Thursday’s class each week. Response posts must be completed each week by Friday at 11:59 pm. Do not wait until the last minute to post!
  • 2 Formal Essays 30%
    • Essay 1 (15%), Essay 2 (15%)
  • Gothic Spaces Group Presentation 15%
    • For the Gothic Spaces Group Presentation, your group will have to choose a space in Brooklyn that you think is “Gothic.” You will then analyze and explain how that space that exemplifies the Gothic characteristics described in the course readings, lectures, activities, and discussions.
  • Active Participation 15%
    • Includes attendance, participation in class discussions, and in-class quizzes and writing assignments.
  • Final Exam/Essay 3 15%

Required Primary Texts (it is your responsibility to purchase these):

  • Walpole, Horace. The Castle of Otranto (1764)
  • Shelley, Mary. Frankenstein (1818)
  • Stevenson, Robert Lewis. The Strange Case of Jekyll and Mr. Hyde (1886)

 

All other texts (short stories and essays) will be made available on OpenLab. All films will be screened in class.

 

Participation:

Since we will be covering topics such as race, gender, class, and sexuality in this class, it is imperative that our classroom is a space of respectful and engaged discussion. Please come to class with an open mind and a desire to learn about identities, cultures, times, and places that are unfamiliar to you. Also, please know that many of the topics we will read about and discuss include perspectives on violence, sexuality, and other topics that may be uncomfortable for some class members.

 

If you find any of the class material to be excessively uncomfortable, be sure to speak with me about your feelings and reactions. I also encourage you to take advantage of City Tech’s support resources by visiting the Counseling Services Center (http://www.citytech.cuny.edu/students/counseling/services.shtml). They can help you process difficult course materials, address personal topics, and offer support for college-related stress. Location: Namm 108 Phone: 718-260-5030

 

I expect you to exhibit maturity in class, to arrive prepared, to ask and answer questions, and to participate in a positive classroom environment (including turning all electronic devices to silent and treating your fellow students and myself with a positive and respectful attitude). When you miss class it is your responsibility to keep up with the reading/homework. You should email me as soon as possible to let me know if you are going to miss a class and to find out what you will miss.

Assignments and Essays

  • All essay assignments should follow MLA format. This means that all rough and final drafts must be typed, double-spaced, with 1-inch margins all around, in 12 point Times New Roman font. The first page must display student’s name, your teacher’s name (Professor Ruth Garcia), the class you are in, and the date the paper is due. Every paper should have an original title. I recommend that you obtain a writing handbook for the purposes of formatting and editing your work. You may have one from an earlier writing course, or you can use the Purdue OWL (Online Writing Lab) at http://owl.english.purdue.edu/.

 

  • I DO NOT accept late papers. All essays must be submitted by the deadline or you will get no credit for them. If you feel your situation is requires special consideration, email or see me as soon as possible so we can discuss your situation.

 

  • All homework assignments are due by the start of class, and there will be no make-ups on quizzes or in-class work. If you have a personal emergency or other circumstances that prohibit you from finishing your assignment on time or turning in an essay as scheduled, email or see me as soon as possible so we can discuss your situation.

 

  • Since writing is a process, you should draft and revise your essay before submitting the final draft. While I will not review an entire essay via email, I’m happy to conference with you about your essay drafts and ideas during my office hours. I am also happy to respond to specific questions via email. Feel free to consult with me at any stage in your writing process. In addition to this, you may choose to perform a revision of ONE essay for a new grade. In order to do this, you must discuss your revision plan with me during my office hours and submit your revision within two weeks of its return to you.

 

  • Your writing should be grammatically correct and free of spelling errors, and it should demonstrate increasingly complex critical thinking and analysis as the semester progresses. If this is a challenge for you, I encourage you to visit my office hours and the Learning Center for help throughout the semester.

OpenLab

This course will use OpenLab. You will be asked to post assignments and contribute to other course related activities on the course OpenLab site. You must sign up for an OpenLab account, participate in activities, and check the site daily because important instructions for completing assignments, as well as class announcements, will appear there.

 

In order to set up your OpenLab account, you must activate your City Tech email. I will only send or reply to email from your City Tech email address, so make sure you set it up early and check it regularly.

Attendance and Lateness:

A student may be absent without penalty for 10% of the number of scheduled class meetings during the semester. Because this class meets 2 times a week, you may miss 3 classes without penalty. Any arrival later than 20 minutes past the scheduled start time = 1/2 absence. 2 late arrivals = 1 absence. If you have more than 3 absences, your grade will be significantly lowered. After you have missed 3 classes, each absence will lower your final grade by ten points and may, ultimately, result in a “WU” grade.

New York City College of Technology Policy on Academic Integrity:

Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion. The complete text of the College policy on Academic Integrity may be found in the catalog.

 

Finally, please keep in mind throughout the semester, if ever any type of question, problem, or confusion should arise contact me so that we can address whatever may prevent you from successfully completing this course.

 

 

Weekly Course Outline

This is a list of the major reading assignments for the course. It may be revised as dictated by the needs of the class. Additional assignments will be added and posted on OpenLab each week. Students are responsible for completing all assigned reading before each class meeting.

 

Th 8/25: Syllabus Review

 

T 8/30: Introduction to Gothic Literature

Th 9/1: Walpole, The Castle of Otranto, Chapters 1-3 (Critical Response 1)

 

T 9/6: Walpole, The Castle of Otranto, Chapters 4-5

Th 9/8: Austen, Northanger Abbey, Freud “The Uncanny, TBA (excerpts posted on OpenLab for you to print) (Critical Response 2)

 

T 9/13: Shelly, Frankenstein, Author’s Introduction and Chapters 1-4

Th 9/15: Shelly, Frankenstein, Chapters 5-12 (Critical Response 3)

 

T 9/20:  Shelly, Frankenstein, Chapters 13-19

Th 9/22: Shelly, Frankenstein, Chapters 20-end (Critical Response 4)

 

T 9/27: Essay 1 Workshop

Th 9/29: Stoker, Dracula (excerpt posted on OpenLab for you to print) (Critical Response 5)

 

T 10/4:  No classes scheduled

Th 10/6: Monday Schedule

 

T 10/11: No classes scheduled

Th 10/13:  Stevenson, Dr. Jekyll and Mr. Hyde, Chapters 1-7; Essay 1 Due

F 10/14 (Classes follow Tuesday schedule): Stevenson, Dr. Jekyll and Mr. Hyde, Chapters 8-10

 

T 10/18: Essay 2 Workshop

Th 10/20: Poe, “The System of Dr. Tarr and Prof. Fether” (excerpt posted on OpenLab for you to print) (Critical Response 6)

 

T 10/25: Hawthorne, “Young Goodman Brown” (excerpt posted on OpenLab for you to print)

Th 10/27: Gilman, “The Yellow Wallpaper” (excerpt posted on OpenLab for you to print) (Critical Response 7)

 

T 11/1: Faulkner, “A Rose for Emily” (excerpt posted on OpenLab for you to print)

Th 11/3: Lovecraft, “The Outsider” and “The Rats in the Walls” (excerpt posted on OpenLab for you to print) (Critical Response 8)

 

T 11/8:  TBA

Th 11/10: TBA; Essay 2 Due

 

T 11/15: TBA

Th 11/17: TBA (Critical Response 9)

 

T 11/22: In-class workshop for the presentations

Th 11/24: College is closed – no classes

 

T 11/29: presentations

Th 12/1: presentations

 

T 12/6: TBA

Th 12/8: Review for final exam (Critical Response 10)

 

T 12/13: Reading Day

Th 12/15: Final Exam

 

T 12/20: Conclusions