After a preliminary discussion of the origins of Gothic in folktales and Renaissance tragedy, this course seeks to examine the development of the genre in the twentieth and twenty-first centuries along with its relationship with contemporary literary theory and movements.
This course will offer a survey of literary theories and movements, such as Psychoanalysis, Post-structuralism, Feminism, Marxism, Post-colonialism, and Postmodernism and discuss their points of convergence with Gothic.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Outcomes | Teaching Methods | Assessment Methods |
| 1) To explore contemporary trends in the field of Gothic studies and discuss the validity of the concepts of Gothic aesthetics and/or Gothic discourse. | 1-4, 5-10 | 1,2,3 | B, C, D |
| 2) For the students to gain knowledge in the intellectual and cultural background of Gothic literature in comparative contexts and to become equipped with the concepts and terminology used in the analysis of literary texts. | 1-4, 5-10 | 1,2,3 | B, C, D |
| 3) To equip the students with the necessary critical faculties, analytical approach, interdisciplinary vision and analytical, interpretative and inference skills for a successful understanding of comparative literature and contemporary literary theories –with a special emphasis on their relevance to Gothic. | 1-4, 5-10 | 1,2,3 | B, C, D |
| 4) To analyze different definitions of “Gothic”. | 1-4, 5-10 | 1,2,3 | B, C, D |
| 5) To discuss and contrast different positions in contemporary Gothic Studies. | 1-4, 5-10 | 1,2,3 | B, C, D |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Introduction | Materials for the course provided by instructor |
| 2 | Gothic and theory (psychoanalysis, Marxism, etc.) | |
| 3 | Gothic and theory (poststructuralism, feminism, etc.) | |
| 4 | Global Gothic: Byron, Khair | |
| 5 | Contemporary Gothic: Punter, Spooner | |
| 6 | Latin American Gothic (C. Fuentes, I. Allende, J. Borges, etc.) | |
| 7 | Central/East European Gothic (I. Kadare, M. Cartarescu, etc.) | |
| 8 | Asian Gothic (H. Murakami, S. Rushdie, A. Adiga, etc.) | |
| 9 | Global Anglophone Gothic (M. Faber, P. Barker, P. Carey, etc.) | |
| 10 | North American Gothic (P. Auster, M. Atwood, E. Kostova, etc.) | |
| 11 | Student Presentations | |
| 12 | Student Presentations | |
| 13 | Student Presentations | |
| 14 | Student Presentations | |
| 15 | Conclusion | |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook |
Glennis Byron, Globalgothic
Tabish Khair, The Gothic, Postcolonialism and Otherness David Punter, A New Companion to the Gothic Catherine Spooner, Contemporary Gothic |
| Additional Resources |
Gothic (Fred Botting)
A New Companion to the Gothic (ed. David Punter) Contemporary Gothic (Catherine Spooner) Uncanny Modernity (ed. by Jo Collins and John Jervis) Gothic Sublime (V.J. Mishra) The Gothic Flame (Devendra Varma) Postcolonial Imaginings (David Punter) Empire and the Gothic: The Politics of Genre-Andrew Smith and William Hughes (eds.) Imaginary Homelands (Salman Rushdie) The Gothic, Postcolonialism and Otherness (Tabish Khair) The Routledge Companion to Gothic (Catherine Spooner and Emma McEvoy) The Gothic (David Punter and Glennis Byron) Interrogating Interstices: Gothic Aesthetics in Postcolonial Asian and Asian American Literature (Andrew Hock Soon Ng) Magical Realism: Theory, History, Community (ed. Louis Parkinson Zamora and Wendy B. Faris) Contemporary Women’s Fiction and the Fantastic (Lucy Armitt) The Uncanny (Nicholas Royle) The Unconcept (Anneleen Masschelein) Religion and Its Monsters (Timothy K. Beal) Kelly Hurley, The Gothic Body Jo Collins and John Jervis, eds., Uncanny Modernity V.J. Mishra, Gothic Sublime Adriana Raducanu, Speaking the Language of the Night |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Presentation | 1 | 30 |
| Class Performance | 1 | 30 |
| Final Paper | 1 | 40 |
| Total | 100 | |
| CONTRIBUTION OF FINAL PAPER TO OVERALL GRADE | 40 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 60 | |
| Total | 100 | |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | |||||||
| No | Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | The ability to apply knowledge of English and world literature and social sciences to topics including culture, society, ethics, politics etc. | X | |||||
| 2 | The ability to review, analyze and apply the relevant literature. | X | |||||
| 3 | The ability to carry out interdisciplinary reading and analysis. | X | |||||
| 4 | The ability to utilize the basic concepts and issues of literary theories in developing life strategies | X | |||||
| 5 | Awareness of professional ethics and responsibility | X | |||||
| 6 | Effective communication skills. | X | |||||
| 7 | A sufficiently broad education to understand the global and social impact of literary movements. | X | |||||
| 8 | An awareness of the importance of lifelong learning and the ability to put it into practice. | X | |||||
| 9 | Knowledge of issues in contemporary literature and of the cultural issues of the period. | X | |||||
| 10 | The ability to use sources and modern tools in order to carry out research in cultural and Gothic studies. | X | |||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 15x Total course hours) | 15 | 3 | 45 |
| Hours for off-the-classroom study (Pre-study, practice) | 14 | 17 | 252 |
| Presentation | 1 | 18 | 18 |
| Final Paper | 1 | 60 | 60 |
| Total Work Load | 375 | ||
| Total Work Load / 25 (h) | 15.0 | ||
| ECTS Credit of the Course | 15 | ||