ILS 4320: Group Project: Deconstructing Race, Race and the Idea of Monstrosity
Assignment:
As we saw in the 1994 version of Mary Shelley's Frankenstein (and in the original novel of 1818), Shelley's monster complicates our understanding of the idea of monstrosity. On one hand, his grotesque form and murderous tendencies provide a textbook example of what we consider a monster; however, he also reveals that he savors nature and favors companionship, two very human characteristics. Despite this, he is consistently reduced by others to his deformity and only thought of as a monster by society.
This is also an apt description of many modern depictions of race in film where characters of color are often reduced to base characteristics or stereotypes while their positive, human characteristics are completely disregarded by the larger culture or society.
For this assignment you will compare and contrast a modern film, Planet of the Apes, Do the Right Thing, Moonlight, or Guess Who's Coming to Dinner to the "othering" of the monster
in Mary Shelley's Frankenstein (1994).
You should examine how others see Dr. Frankenstein's creation, what makes him (the monster) "monstrous," and then compare this to the othering of people of color in one of the modern films.
What similarities and differences do you see? How are racial bodies depicted as monstrous and what is significant about that depiction?
Your argument must be grounded in historical context through the use of outside library sources from the library's databases. What were some issues related to race at the time the modern film appeared and how might these be related to what you see as the director's potential racial messages?
Your argument must incorporate ideas from Bennedettii's article ("The Misunderstood Monstrous"), the historical context of racial attitudes at the time the modern film appeared, and how both films communicate underlying messages about race, gender, class, and/or sexual identity. You must include analysis of specific scenes from both films (Mary Shelley's Frankenstein) and your modern film choice (one film).
WHAT YOU SHOULD NOT DO IS SUMMARIZE THE EVENTS OF THE PLOT OF EITHER FILM IN ANY WAY. THAT IS DESCRIPTION ONLY AND NOT ANALYSIS.
All quotes from Bennedetti and your library sources must be cited in-text, and you must include a works cited page.
Purpose
In this type of paper a writer is forming an academic argument. As the writer you are arguing that your interpretation of the cultural messages of both films is a valid argument - not the only interpretation - in an attempt to aid the viewer in “seeing” both films in a new light or from a different perspective that perhaps may be different from their own. Your claim should point out what you see at the significance of the depictions of monstrosity and/or its potential impact (on a viewer) in regard to its cultural messages about gender, race, ethnicity, sexual identity and/or social class (any one of these or combination of them).
Audience
Your audience is made up of academics, scholars, film critics, professors, and students (who are academics, scholars, and film critics in training much like yourselves). You should assume that they have seen the films under discussion and are familiar with their content. Because of this you would never merely summarize the plot of either moive because your audience is already familiar with the plot of both. This would also conflict with the purpose of this type of paper. You are to discuss underlying meaning (or potential impact), not retell the events of the story.
Because your audience is a scholarly one, your paper must be presented in a formal manner. You should use high diction and avoid first person, personal pronouns, and contractions.
Focus
The focus of your paper should be what you feel is an important similarity of difference found in each film's depiction of monstrosity and their cultural message about gender, race, ethnicity, sexual identity and/or social class. Your overall claim include each of the following: 1) What you see as significant similarity of difference in the film's depictions of monstrosity and 2) what you view as their important cultural message about gender, race, ethnicity, sexual identity, or social class.
Development
NOTE: SEE CHAPTER 3 OF SHORT GUIDE TO WRITING ABOUT FILM (IN COURSE READINGS IN ULEARN) FOR IDEAS ABOUT DEVELOPMENT AND THE INVENTION WORK FOR THIS ASSIGNMENT.
These sub-claims are the assertions found within your paper that support the overall claim. The sub-claim is the first sentence of a paragraph and should directly connect to the overall claim and preview the entire content of that paragraph.
Providing specific evidence for each sub-claim. The writer of this paragraph would need to provide specific examples from the scene of emotionally-charged and symbolic imagery and explain why they are significant and important.and what they demonstrate about the theme and/or gender, race, ethnicity, sexual identity, and/or social class.
Organization
Your essay should be organized in a logical manner. Even though your audience has seen the film you are examining, they don't see or understand its content in the same way that you do. It is your responsibility at the writer to make sure that they do. Organize your ideas in a way that creates your most effective argument.
THE EASIEST AND MOST EFFECTIVE WAY TO ORGANIZE YOUR IDEAS IS TO DISCUSS WHAT YOU SEE AS THE "IMPORTANT MOMENTS" FROM EACH FILM THAT COMMUNICATE IMPORTANT MESSAGES ABOUT MONSTROSITY. YOU SHOULD DISCUSS THESE IN THE CHRONOLOGICAL ORDER IN WHICH THEY APPEAR.
KEEP IN MIND WHAT WE HAVE DISCUSSED ABOUT THE FUNCTION OF A TITLE, THE FUNCTION OF AN INTRO, THE SPECIFIC PARTS OF THE INTRO, THE GENERAL FUNCTION OF THE BODY OF A PAPER, AS WELL AS THE FUNCTION OF A CONCLUSION AND ITS INDIVIDUAL PARTS.
Format
•Your essay should have a title. It should also be typed, double-spaced, with one inch margins all around, Times New Roman Font, & 12 pt. See http://owl.english.purdue.edu/owl/resource/747/01/ for other questions about format. Your essay should be a minimum of 5 FULL pages and no more than 7 . The majority of your argument should be your own interpretations and ideas. Quotes from outside sources should only be used to strengthen these points. The Works Cited page is in addition to the required 5 to 7 pages of argument.
RULES FOR COLLABORATIVE WORK
Everyone in the group must make a significant contribution to the final product. You will create one essay as a group.
Each student is required to use Google drive over the course of this project to work collaboratively online with the other students in your group. This will require everyone to have an active Google/Gmail account.
Do not write individual sections and try to piece together an essay. This is a bad idea! Follow the scenario I mentioned in class.
If a majority of the group members feel an individual student is not contributing his or her share to the project, this person may be voted out of the group. If this occurs, the individual voted out of the group must complete the project on their own and must forfeit the points for individual scoring (see below).
I suggest making someone group captain/manager. It will be this person's responsibility to keep everyone on task.
At the end of the project, everyone within the group will grade one another anonymously.
Total Possible Points: 60/
Individual Scoring (18 points):
Score for individual score for contribution to in-class drafting/invention and overall contribution to project (graded by group members).
Group Scoring (42 points ):
Final Draft, evaluated on the following criteria:
Focus (12 points): Does essay have a clear purpose? Focus on a main idea and clearly identifiable thesis? Are reader’s expectations set and then met? Ideas, examples, and reasons developed in the body of the paper are clearly related to the main focus?
Development (12 points): Are supporting examples, showing details, and data rich and relevant to the main idea? Are the writer’s assertions immediately followed by supporting evidence? Appropriate research supports the writer’s main idea or thesis? The writer shows how or why evidence is relevant to main idea or claim?
Organization (12 points): Do ideas and paragraphs proceed in logical and apparent sequence or pattern? Does writer use sufficient audience cues to let the reader know what has been discussed, what is being discussed, or what will be discussed? Does writer use attention-getting title and lead-in, essay map, summary and forecasting statements, paragraph hooks, transitional words and phrases? Do effective conclusions guide the reader from beginning to end?
Style (3 points): Is language clear direct and readable? Are sentences clear, concise, and easily read by intended audience? Is word choice appropriate for audience? Do sentences reveal and sustain appropriate voice and tone?
Mechanics (3 points): Are there obvious errors in spelling, punctuation, and grammar? Are there patterns of error?
NO 1ST DRAFT ON DUE DATE (-5 POINTS)
NO PEER CRITIQUE (-5 POINTS)
NO REFLECTION (-5 POINTS)
NO PROCESS OR PROPER CITATION OF SOURCES=NO GRADE
Grading scale:
A 54-60
B 48-53
C 42-47
D 36-41
F 0-35
