Think you know all there is to know about Frankenstein? Monsters? Insane scientists? Animal testing? Think again! You may be very surprised in this course which tackles the foundational works that have remained part of our cultural subconscious. This class is a brief survey of the origins of British Gothic literature. Students begin their study of this subgenre with Mary Shelley’s landmark story of a mad doctor and his creation. This seminal work stands alone. Students will be fascinated and challenged by Frankenstein and will wrestle with a number of difficult questions including the role of science, the ethics of scientific work, and the love (or lack thereof) of a creator for his creation. Robert Louis Stevenson’s short stories and cultural mainstay The Strange Case of Dr. Jekyll and Mr. Hyde poses further thought-provoking questions regarding friendship, worldview, and responsibility. The students’ journey continues with . Wells’ surreal and compelling The Island of Doctor Moreau , another tale that forces students to think about ethical choices. Daphne DuMaurier’s Rebecca and Susan Hill’s The Woman in Black are gripping tales. The semester ends with the enormously popular classic A Christmas Carol by Charles Dickens. This is a highly interactive class with lots of discussion. The course includes discussion questions, vocabulary quizzes, projects, and two papers. Because of the dialogue nature of this class, a functioning microphone will be needed. Special Note: Students can combine this class with the spring semester course entitled American Gothics to create a full year course experience which could be coined as “Survey of Gothic Literature.”
In the course of the essay, your thesis should have been subjected to scrutiny that enables us to emerge with a deeper understanding of the subject. The conclusion should show how you have proven the thesis, illustrating our progress, including any caveats or qualifications that some of the antitheses may have brought to light. It is also a good idea to show why this thesis is important, and speculate on some of its possible implications. These speculations may be followed by a call for further research of the new issues your thesis raises. A conclusion such as this leaves the readers hungering for more, as they are not only persuaded of the validity of your thesis, but also tantalized with new possibilities. This style of conclusion allows for much more creative expression, as there is more room for speculative opinion.
To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.