Final Essay: Dracula and Victorian Culture35% of the final markDue: Friday, May 2 at the beginning of class

The Task:

In a 1000-1600 word essay, craft and defend an argument about the relationship between Victorian controversies or cultural anxieties and one of the following topics in Dracula. Your thesis should illuminate some aspect of the figurative meaning of the novel, and your essay should relate this meaning to the novel’s historical context. Since Gothic novels often challenge or reveal the dark underside of scientific thought, each question asks that you examine the novel’s relationship to the scientific ideas of the Victorian period.

The underlined sentences in each topic contain the material you must address. The rest of the topic provides guidance and suggestions for possible directions you might take, but you don’t need to address every issue.

Topics:

1. Examine the novel’s expression of the fear of regression, of a return to the barbaric past or a resurgence of the animal lurking inside seemingly civilized human beings. How does the novel express this fear, and does Stoker provide a resolution or solution? Some issues in the novel that you may want to consider with respect to this regression: trance-like states in which the conscious self or the will is suspended (eg. mesmerism, opium states, sleepwalking, etc.), animal imagery, doppelgangers, superstition, sexuality, violence, and insanity. You might also want to consider whether human morality, intellect, or science and technology provide the potential for progress, or whether they too promote regression. Does Stoker undermine the easy split between the animalistic or barbaric past and the modern, rational future? Can science and technology be used in sadistic ways? Is scientific thinking ever irrational, motivated by base impulses, or based on faith rather than evidence? Does science help us understand or conquer the worst in us?

You will want to examine this novelistic theme within the social context of Victorian science, in particular the eroding belief in the idea of the human “will,” the interest in automatic and instinctive processes, and/or the implications of theories of evolution and/or degeneration.

2. Examine the way the novel contrasts or combines religious/supernatural with scientific explanations for evil and strategies for dealing with it. On the one hand, characters diagnose, study, and analyse Dracula, Renfield, and others using scientific approaches, technologies, and theories, such as Cesar Lombroso’s criminology. On the other hand, they often resort to religious or supernatural explanations for evil behaviour, or describe it using demonic imagery. Which approach is given more credence in the novel? Is Lucy more like a demon from hell, or a nymphomaniac, hysteric, or syphilitic? Is Renfield an agent of the devil or a zoophagus? If they are both, then why cast this evil in both supernatural and scientific terms? Do the scientific and theological approaches conflict or work together? What are the implications of the different explanations of evil, in terms of morality, free will, or human responsibility?

You will want to examine this novelistic theme within the context of Victorian scientific theories and Victorian religious doubt.

3. Examine the novel’s expression of anxiety about sexuality, in terms of its role as a driver and/or potential threat to the survival of the species. How does vampirism function as a metaphor for sexuality? Does it stand for sex in general, or a particular kind of drive or behaviour? How do the dangers of vampirism relate to particular Victorian beliefs about healthy and unhealthy sexuality? What is the connection between sexuality and the survival (or degeneration) of the human race? What is the relevance of the methods used to defeat vampirism? Is the loving, companionate marriage a strong enough institution to contain sexual excess?

You will want to examine this literary theme within the context of Victorian medical theories about healthy/diseased sexuality. You might also w ant to consider Francis Galton’s ideas about the evolutionary effect of sexual immorality among the Athenians.

4. Examine the novel’s exploration of whether selfish competition or selfless cooperation is the best means of survival. How might the vampires’ bloodsucking put them at the top of the food chain? What sort of competitive human behaviour might this stand for? Or are vampires like another, non-human species competing with humans for resources? What makes them, as opposed to humans, fit or not fit to survive? Is cooperation responsible for their survival? Or is it a threat? What is the significance of their desire to protect the weak? Are the humans truly cooperative, or is their cooperation a cover for sinister power dynamics and sexual competition? Or does cooperation work together with competition?

You will want to examine this literary theme within the context of Victorian evolutionary science, in particular the challenge to morality posed by Darwin’s idea of natural selection or by social Darwinism. You should also have a look at Darwin’s own belief that sympathy and altruism were evolutionary advantages (see the Victorian Web entry on Darwin, Evolution, and Moral Philosophy).

Guidelines :

Your essay should have an introductory paragraph with a clear, argumentative, and specific thesis statement, three to six body paragraphs, and a concluding paragraph. Body paragraphs should be no longer than 1 page.

Each claim you make about must be proven with specific evidence. Most of your evidence from the novel should be in the form of direct quotations (minimum eight), though a few paraphrased details are allowable (with page number citations). Each claim you make about the historical context must also be supported with a credible source.

You may build upon material that I taught or that other students raised in class discussion, but please make sure to add your own insight.

While most of your essay will focus on the novel, you will need to present historical information to provide a framework for your interpretation. This explanation of historical information should constitute no more than 20% of your essay.

Historical information can be included in your introduction and conclusion, integrated throughout the essay, and/or given its own body paragraph.

Your historical information will be based on a minimum of two reliable external sources (other than me), such as primary source documents written by Victorians themselves or books or articles by modern scholars in the field. You may also use websites, provided they are written by experts, such as university professors in English or history. You may choose to supplement these two sources with encyclopedia entries, but these will not count towards your two sources. Wikipedia is an unacceptable source. Some books are on reserve in the library to help you get started. Of particular relevance is Embodied Selves, a collection of Victorian medical and psychological writings with sections on gender, sexuality, race, evolution/degeneration, criminality, etc. The Victorian Web in my recommended websites on omnivox should also prove useful.

Your essay must be typed and double spaced and conform to 2009 MLA documentation and formatting guidelines. Consult the MLA handbook in the library and/or the MLA style guide on Purdue University’s website (see link in my Omnivox Recommended Websites) for guidance. You are free to save paper by printing double sided and by printing your Works Cited page at the bottom of the last page of your essay if there is room.

You must provide a word count, including quotations, but excluding parenthetical citations and your Works Cited page. The lower and upper word count limits are firm.

Please see the essay guide distributed in class for specific guidance on writing effective essays.

Your essay will be evaluated based on the attached marking criteria. Most of your grade will be determined by the quality of your essay’s Comprehension and Insight, Organization, and Expression (the criteria for the English Exit Exam). Each of these areas is given equal importance. A small portion of your grade will also be allotted for proper formatting and documentation. Please see the IPESA document for definitions and repercussions of plagiarism, which will not be tolerated.

Audience:Imagine your reader to be an intelligent, literate, well-informed individual, such as another English or Humanities teacher at the college. Your reader is not in this class and is not an expert in Gothic novels or Victorian science. He or she has read the novel, but does not know it inside out. This reader is sceptical of all your interpretations, and so must be convinced that they are correct. Obviously, I am the only one reading your essay, but I am grading you on your ability to communicate to and convince this imagined audience. Think of me as a publisher evaluating a book on whether it will make sense and appeal to an audience other than myself. Writing to this imagined audience (instead of me) will keep you from glossing over ideas that you know I already understand, but which I then can’t be sure you understand.

Marking Criteria

Comprehension and Insight Writer demonstrates a clear, correct, and sophisticated understanding of the essay question, novel, and

relevant historical context. Thesis and analysis are original and thought-provoking. Writer demonstrates strong close reading skills, analyzing not only the plot but also the language of

the text. Writer demonstrates the ability not only to analyse details closely, but also to synthesize material,

connecting details to the big picture. Sufficient specific details and quotations from the text are employed in a way that enhances the

sophistication of the writer's argument. Quotations are well chosen and placed. Each idea is explored fully and the logic is clear and sound. Historical research is correct and from reliable sources. Historical research is used effectively to deepen the understanding of the novel and to support the

argument.

Organization Introduction is strong and seamless, clearly outlining the topic of the essay, the student’s thesis, and a

preview of the structure of the paper. Conclusion gives closure to thesis idea. All ideas progress logically throughout the essay. The paper adheres to thesis focus throughout. Each paragraph begins with a clear topic sentence that makes a claim that the rest of the paragraph

works towards proving. Individual paragraphs follow a clear organizational principle. All ideas within individual sentences and paragraphs transition well from one to the next. Evidence is integrated effectively and logically. Each quotation is introduced, explained in a logical

manner, and related to the topic of the paragraph and the thesis. The writer's thesis is completely validated and supported by details from the text and there are no gaps

in the evidence.

Expression The essay is virtually free of stylistic, grammatical, spelling, and punctuation errors. No distracting

errors are present. Varied and correct sentence structures are employed throughout. Style is clear, engaging, and appropriate for the audience and task. Word choice is specific and sophisticated without being pretentious. Writing is concise.

Formatting and Documentation (MLA) MLA format is used consistently and correctly. All sources are properly documented and Works Cited page is complete and correct.

90-100 Essay is extraordinarily strong and meets all of these criteria to a high degree.

80-89 Essay is strong and meets all or most criteria, but could use some improvement in one or more areas.

70-79 Essay is fairly good and meets many of the criteria, but demonstrates weakness in one or more areas.

60-69 Essay is acceptable, but barely meets the standards of the course. It needs serious improvement in one or all areas.

< 60 Essay does not meet the standards of the course.

Final Essay Process Work

I. Essay Outline and Annotated Bibliography Exercise Due: April 23 2:15 pm Submit electronically via omnivox Print off a copy to bring to class and attach to your essay when you hand in it in.

Format and Required Components:

Thesis statement (in response to essay question): one full sentence

Topic sentence 1: one full sentence several quotations* to prove this topic sentence point form notes about why each quotation is significant, under each one

Topic sentence 2: one full sentence

several quotations* to prove this topic sentence point form notes about why each quotation is significant, under each one

Topic sentence 3: one full sentence

several quotations* to prove this topic sentence point form notes about why each quotation is significant, under each one

+ Topic Sentences, quotes, and points for any additional paragraphs

Annotated Bibliography A list of a minimum of two reliable sources that you could use to research the novel’s historical or

cultural context (Victorian culture and science). Each entry should be listed in MLA format. Under each entry, write one sentence summarizing the content of the source and another sentence

explaining how you could incorporate it into your argument. Please note that the sentences in the annotated bibliography must be composed by you and based on your own examination of the source.

If you plan to use material from the Victorian Web or from the book Embodied Selves, you must have separate entries for individual articles/chapters, listed by the author of the specific article/chapter. Use the format for citing a “work in an anthology.”

Outline and bibliography exercises should be typed, contain all the components above, be on topic, and show evidence of in-depth analysis of the novel. Students whose outlines are late, incomplete, or do not demonstrate appropriate planning or analytical skills will lose up to 5% off the final essay grade.

II. Essay Rough Draft and Editing Assignment

Bring two copies of a complete draft of your essay to class on Wednesday, April 30. In class you will receive instructions about editing your paper for this assignment. You must be present in class on this day and have your complete essay with you, including all required components. You will hand your editing work in with your final essay. Students who do not have a complete draft in class, whose drafts do not demonstrate appropriate essay-writing skills, or whose editing process does not demonstrate appropriate revision skills will have up to 5% deducted off the final essay grade.