Skip to main content

Paper #2: The Psychology of the Supervillain

 


British Literature from 1800

Paper #2: The Psychology of the Supervillain

If Frankenstein can be considered the first work of science fiction in English literature, then we can also claim that Victor Frakenstein is its first supervillain. After all, he’s a criminal mastermind who creates monsters, manipulates his family, and has grandiose visions of saving/ruling the world. After his first appearance, literature swarmed with unreliable narrators who were spurred onto evil acts, their crimes on parade for anyone to read and decipher.

For this paper, I want you to make a case study of the development of the ‘supervillain’ using three ‘criminals’ in our class so far. These could consist of the Ancient Mariner, Victor Frankenstein, the Creature, Walton, the Duke, Porphyria’s Lover, the Monk, the Bishop, Johannes Agricola, Fra Lippo Lippi, Caliban, and the Invisible Man. You can even use something else from American/British literature at this time (Poe, Stevenson, Wilde, etc.) if you know these works, but try to focus mostly on our works in class. Explore what qualities, desires, motivations, and methods they each have in common. Why might we consider each one a model sociopath, and how can we learn to ‘read’ this in their works? What makes them dangerous? Unreliable? Unthinkable?

Your paper should identify one of these characters as the prototypical supervillain, and then use two others to corroborate or elucidate these traits. Be sure to close read examples from each book/poem so we can see these criminals in action. How does each author reveal their motivations and actions, and where can we read between the lines to see even more? Be specific, and try to find the hidden clues that a Sherlock Holmes (who was created in the 1880s, just before The Invisible Man) would sniff out.

REMEMBER: When citing literature in a paper, be sure to introduce the work and cite the page number of your edition. For example,

In Robert Browning’s poem, “Porphyria’s Lover,” the narrator tells the reader, “No pain felt she;/I am quite sure she felt no pain” (9).

(WC): Browning, Robert. “Porphyria’s Lover.” New York: Dover, 1993.

REQUIREMENTS

  • Page limit optional, though consider how much work you need to make a convincing case
  • Examine and quote from three works
  • Cite all sources according to MLA format, along with a Works Cited
  • DUE Wednesday, October 13th by 5pm [no class]

Comments

Popular posts from this blog

For Monday: Short Lecture on Colonialism and Mansfield

As a way to introduce you to some of the themes we'll be exploring with our last two books, I've recorded a short lecture (about 18 min.) that I would have discussed with you in class if we were still meeting. I know 18 minutes is a lot to watch in a single stretch, so feel free to start and stop, or simply leave it playing in the background. However, I think it will help you see and understand some of the larger ideas going on behind the scenes in Mansfield's stories.  AFTER you watch the video, answer the following question as a COMMENT below: "Since many women in the early 19th century tried to hide their identity as a woman by adopting a male name, or writing more 'male' stories, how do you think colonial writers did the same? That is, how did they hide their colonial identity in writing to sound more 'English'? What might they have had to hide, or ignore, or not reveal as a writer? (This will count toward your participation grade, since I can...

Short Lecture on Being "Weak" in Mansfield's Stories

Before we race to the end of Mansfield's stories, I wanted to discuss some of the major themes we've encountered in several of them, particularly "Daughters of the Late Colonel," "The Life of Ma Parker," "Mr. and Mrs. Dove," and "Marriage a la Mode." Watch the video to hear some of my thoughts on these stories, most of which are drawn from your responses to the reading questions. It's a little longer than the last one, but still only about 25 minutes (sorry)!  After you finish, answer the following question as a COMMENT on the blog.  Q: Talking about emotions, love, death, or otherwise being "weak" was very taboo in British society at this time. What subjects or relationships do you feel are taboo in our own society? And I don't just mean awkward subjects (abortion, politics, etc.), but what emotions or experiences would you have trouble discussing with your parents, your siblings, your friends, and even your sig...

For Friday: Wordsworth, "Ode: Intimations of Immortality"

“Ode: Intimations of Immortality from Recollections in Early Childhood” (pp.51-57): read the entire poem, but the questions will only focus on Stanzas 1-7 NOTE: This is a longer poem, though it’s broken up into short stanza chapters.  Read it slowly, and focus on each stanza as an individual poem.  Then consider how each one develops a general ‘story’ or narrative about Wordsworth’s life.  Consider this, too, as a kind of mid-life crisis poem: Wordsworth feels himself pulling away from the innocent joys he used to experience in life, and the poem is an attempt to find himself—and to convince other readers to find themselves in the thickets of adulthood.  Answer TWO of the following... Q1: According to Stanzas 1-4, what causes the poet to feel distanced from the natural world?   What has come between him and his imagination/emotions?   In Stanza 2 he writes that “But yet I know, where’er I go,/That there hath past away a glory from the earth...