Cultures of Monstrosity

Quinnipiac University

COURSE DESCRIPTION

Elements of Composition II is the second course in Elements of Composition sequence. The objective of this course is to continue to develop your abilities as a critical reader and writer of academic arguments. Course content will focus on creating academic arguments in the fields of literary and cultural studies with specific emphasis on comparing contexts for the cultural construction of monstrosity. We will explore how and why people in different social positions (women, men, people of color and whites, the poor, the criminal, and others) have been constructed as monstrous in different moments and locations. As well as investigating these cultural “monsters” themselves, we will investigate those who create them. Moreover, we will explore the consequences of living as a monster for specific groups and individuals. The course texts offer different representations and theories of monstrosity. In the writing assignments, you will be asked to analyze not only the functions, implications, and impacts of these theories of constructing monstrosity as discussed in the academic arguments we will consider, but also the applicability of these theories for understanding lived material reality as well as the cultural texts that help shape it. You will also be asked to analyze the construction of monstrosity central to different cultural texts you choose.

OBJECTIVES

• To become familiar with the discourse of literary criticism, especially gender, class, and race theories and cultural studies.
• To become more able and informed participants in the critical discourse through written academic arguments.
• To become critical readers of the construction of monstrosity in a range of cultural moments from the seventeenth through the twentieth centuries in the U.S. and England.

REQUIRED TEXTS

• A Writer’s Resource ( Writer’s), Elaine P. Maimon and Janice H. Peritz, eds. (preferred) or The College Writer’s Reference, Toby Fulwiler and Alan R. Hayakawa, eds.
• Thinking and Writing About Literature: A Text and Anthology , 2 nd ed. ( Thinking) Michael Meyer, ed.
• Frankenstein by Mary Shelley, 2 nd ed., Johanna M. Smith, ed.
• Monster: The Autobiography of an L.A. Gang Member , Sanyika Shakur, aka Monster Kody Scott
• Online course readings:
  • Ideas in Society, 1500-1700: Monsters and Prodigies
  • A Letter from Mr. Timothy Sheldrake. . . concerning a Monstrous Child Born of a Woman under Sentence of Transportation , from Philosophical Transactions
  • “Parental Singularity” from Monstrous Imagination, Marie-Hélène Huet
  • “The Possessive Investment in Whiteness,” George Lipsitz
  • “Ghetto Star: ‘Monster’ Kody Scott and the Culture of Ornament,” Susan Faludi

EVALUATION

• Prompt 5 10%
• Prompt 8 15%
• Prompt 11 15%
• Prompt 14 15%
• Prompt 15 25%
• Short Prompts 10%
• Participation 10%

WRITING PROMPTS

Archive: Write one paragraph summarizing a cultural text depicting another kind of monster. Write an additional paragraph hypothesizing about the relation of the historical context to this construction of monstrosity.

Prompt 1: In class, write some definitions of monstrosity and hypotheses about the connections between monstrosity and writing. 2 pages

Prompt 2: write a short summary of the critical reading strategies introduced in “Reading” in Writer’s 21-29 and “Reading and Responding” in Thinking 11-16 that promise to be of most value to you. Compare and contrast the strategies for reading essays (in Writer’s) and other literature (in Thinking). 2 pages.

Prompt 3: Using the planning strategies in “Writing,” brainstorm some ways gender criticism could be used to think about the Monsters and Prodigies reading. Be sure to pay attention to ways of reading gender in both the text and illustrations.

Prompt 4: One sentence summarizing the aim and the major claim(s) from “Parental Singularity.” Cite page numbers following MLA standards in Writer’s

Prompt 5, Draft 1 : Summarize the discussions of parenthood and especially maternity in “Parental Singularity” and the “Editor’s Note” and use them and the other readings to historically trace and compare/contrast the thinking about parental/maternal influence and monstrosity in the readings to date. 3-4 pages.

Prompt 6: Summarize and evaluate your partner’s argument, being sure to indicate your criteria for evaluation. Make clear and specific recommendations for global revision. 2 pages.

Prompt 5, Draft 2

Prompt 7: Write a 1 paragraph summary of Frankenstein and a 1 page timeline of major historical events influencing and/or referenced in the novel. Using Montag’s argument as a model, brainstorm some historical/textual intersections that could provide a rich and interesting basis for your next essay.

Prompt 8, Part A: Summarize the main aims and claims in Montag’s argument. 1 paragraph.

Prompt 8, Part B, Draft 1: Write a 1 paragraph abstract of your argument, highlighting the main claims you will be making about the aspects of history Shelley is in conversation with in Frankenstein. Also write a writing plan indicating the primary historical data and Frankenstein scenes you will explore through this lens.

Prompt 8, Part B, Draft 2: Revise your abstract into an introduction to your paper and clarify your research plan for library work.

Prompt 8, Part C, Draft 1: Write a paper providing a historicist reading of Frankenstein modeled after and/or responding to Montag’s. Briefly summarize Montag’s argument, the novel as you understand it, and the specific and grounded historical contexts that inform your reading. In supporting paragraphs, relate your subclaims about contextual/textual intersections and your close, specific readings of textual/contextual moments. 4-5 pages.

Prompt 9: Summarize and evaluate your partner’s argument, being sure to indicate your criteria for evaluation. Make clear and specific recommendations for global revision. 2 pages.

Prompt 8, Part C, Draft 2

Prompt 10: Collaboratively write a 1 paragraph abstract of your argument, highlighting the main claims your group will be making about the historical context for the changes to the Frankenstein story in a film version of the novel.

Prompt 11: 10 minute presentation arguing for a historically-grounded understanding of the revisions to the Frankenstein story in a film version of the novel. Prepare close readings of video clips and a timeline or handout to guide your audience.

Prompt 12: Write 1 paragraph summarizing Monster , 1 paragraph summarizing the argument in “Ghetto Star,” and one summarizing the argument in “The Possessive Investment in Whiteness,” highlighting connections between the two essays and the autobiography.

Prompt 13: Create a 1 page timeline for Monster’s historical context and a brainstorm of potential arguments on the intersection of cultural contexts and content in Monster

Prompt 14, Part A: Write a 1 paragraph abstract of your argument, highlighting the main claims you will be making about the aspects of history that inform Monster. Also write a writing plan indicating the primary historical data and Monster scenes you will explore through this lens.

Prompt 14, Part B, Draft 1: Write a paper providing a cultural studies/historicist reading of Monster modeled after the “Cultural Analysis” section of Thinking. Briefly summarize the autobiography as you understand it and the specific and grounded historical contexts that inform your reading. In supporting paragraphs, relate your subclaims about contextual/textual intersections and your close, specific readings of textual/contextual moments. 4-5 pages.

Prompt 14, Part B, Draft 2

Prompt 15, Part A: Brainstorm topics for an essay considering the ways a text of your choosing from the class archive on monstrosity intersects with its historical context.

Prompt 15, Part B: Write a 1 paragraph abstract of your argument based on a case from one of the class archives of monstrosity, briefly summarizing your cultural text and highlighting the main claims you will be making about the aspects of history that inform it. Also write a writing plan indicating the primary historical data and textual details/moments you will explore through this lens.

Prompt 15, Part C, an introduction to your essay based on class discussion.Also, list key areas you need to research for your argument, including at least one critical argument that your essay will be in conversation with.

Prompt 15, Part D, Draft 1: Write a paper providing a cultural studies/historicist reading of your text. Briefly summarize your cultural text as you understand it, the critical text your essay is in conversation with, and the specific and grounded historical contexts that inform your reading. In supporting paragraphs, relate your subclaims about contextual/textual intersections and your close, specific readings of textual/contextual moments. 5-7 pages.

Prompt 16: Summarize and evaluate your partner’s argument, being sure to indicate your criteria for evaluation. Make clear and specific recommendations for global revision. 2 pages.

Prompt 15, Part D, Draft 2