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Copy of Thesis proposal

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Erica Acire

on 21 February 2014

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Transcript of Copy of Thesis proposal

Proposal Presentation
Thank You Committee Members!
Ms. Evelyn Tinio
Ms. Noreen Macasio

Aim 1
Aim 2
Vampires Then and Now:
A Comparative Literary Analysis on Vampire as a Literary Figure

Introduction
Background
Significance
Statement of Objectives
Methods
Specific Aim
Findings
Conclusions
Recommendations
Module
Vampires can't see their reflections when in your house.
Vampires have red eyes, sharp fangs and a pale face.
Vampires lust for human blood
Vampires have inhuman strength
Vampires were not able to enter holy ground
Vampires doesn't age
A vampire has control over the animal world and can turn into a bat, rat, owl, moth, fox, or wolf.

Introduction


Biological evolution is any heritable change in a population of organisms over time. Changes may be slight or large, but must be passed on to the next generation (or many generations) and must
involve populations, not individuals.

(http://www.newworldencyclopedia.org/entry/Evolution)









To examine the evolution of the character of the vampire through a
Comparative Literary Analysis.
Facts about
Vampires
Investigate and Extract the Characterization of vampire through

Dark Romanticism.
The popularity of these Novels during their time is a factor that makes these novels
fascinating

to study.
This study would benefit:
•Writers interested to write about vampires.
•Students and teachers of literature.
•Future Researchers.

This section deals with the basic description of the vampire novels that are subject to this study through the local/foreign literature that we have collated: books, journals, studies/dissertations, webpages, etc..
Review of Related Literature
Subject of our Study
Significance
Method
Statement of the Objectives
This Study Aims to:
1)
To present and explain how the two novels exemplify Dark Romanticism


This Study Aims to:
2)
To extract and analyze specific text in the novel that presents the evolution of the vampire character.
This Study Aims to:
3.
To create and discuss the output of this research as a sample of comparative literary analysis applying a sample literary output.


Why it is important?
This study is significant because it makes a comparative analysis of two popular literary masterpieces involving the same character but with different aspects of behavior, descriptions, story plots and socio-cultural perspectives.

This study would also provide an in-depth discussion of the evolution of the vampire character as well as the authors’approaches in Dark Romanticism.


and the analysis will act as a model literary analysis for students applying the comparative literature model.
Questions...
Dracula
by:

Bram Stoker
Twilight
by:

Stephenie Meyer
Badoy, Erica C.
Gopez, Rosella M.
Kim, Kyungwon (Kaysie)
Bachelor of Arts Major in English with Area of Specialization in Language and Literature
Holy Angel University

Evolution
Mr. Edgar Delalamon - Adviser
Ms. Leslie Manalo - Instructor
Bram Stoker's
Dracula
Stephenie Meyer's
Twilight
Conceptual Framework
Coding Sheet

A coding sheet for the content analysis will be designed to gather the data needed in the study.
The characteristics included the elements of Dark Romanticism.

These characteristics were grouped into three dimensions:
Physical, Emotional and Psychological.


Qualitative-interpretative involving content analysis in our methodology.
Content analysis techniques help to organize the material systematically for both time-series and comparative analyses.
A general definition of content analysis is provided by Holsti (1969) as “any technique for making inferences by objectively and systematically identifying specified characteristics of messages”.

Library research begins when you need information to solve a problem, or to fulfill an academic assignment or for your own purposes, therefore this would be the perfect strategy for this research.


Insights about our Study
People have always been curious about
folklore
and the
supernatural
, even though these cannot be proven
scientifically
.

Also, these novels reflect the
social culture
of the people who existed during the eras these books were written.
Finally, the changing

roles of the women

during classical and modern times are to be noted and compared.

By examining the personages and the relationships of vampires in dealing with other characters and the society, the aim is to see how significant the vampire character has
evolved and to see how the era of dark romanticism affects the vampire literature today.

In line with this the Physical, Emotional and Psychological Dimension showed the evolution by employing the above partition.


Discussion of Findings
1. Dracula exhibit formidable and horrifying elements like the remote and more portentous context found in Victorian England,
and the immemorial desolated castle in Transylvania. The vampire Dracula was found to be encapsulating evil through his dealings.
Twilight was inspected closely and it appears the many facets that were seen as monstrosity and terrifying in Dracula had evolved into something lighter and less fearful.

2. Edward was breathtakingly aesthetic, alluring and undeniably protective in a particular character which is Bella Swan. Being eccentric human was portrayed by Dracula then turns out to be a vicious and powerful vampire capabilities,
atrocious and domineering in his dealings with Jonathan Harker and very much propelled by his desire to devastate Lucy Westerna and Mina Harker.

3. The world of vampire has appeared to be tenebrous, fearful and tormenting seen in the actions of townspeople in Transylvania where in Twilight the Cullen family nested in an American small town named Forks, where they blended as if they are just normal people.
4. The Cullens lived together as a family, each having their own unique abilities and family roles. However, Dracula preferred to live alone, though he created some female minions. He treated these minions as slaves, not equals. The traditional reference to the word “vampire” was associated with the devil and other evil beings in the novel Dracula.

5. The novel Dracula had more morbid and violent incidents than Twilight and the description on how the incidents came to pass were vivid and discussed in detail.

Conclusion
This study investigated the evolution of the characterization on the vampire as conceptualized in 1897 through the novel Dracula and in 2005 through the novel Twilight.

It is prove that the old myths on vampires have evolved into something new

It is evident that the vampire myth has evolved from vicious monstrosity to alluring personage

It appeared clearly, even so, in this analysis that the Dark Romanticism have shifted from its structure and approach.

Dracula is thus the classic vampire narrative with which having firm relevance to the Dark Romanticism description nevertheless the vampire Twilight being written in 21st century has revert to some of its characteristics phase, yet in every era and epoch evolution takes place as part of creative proceedings.

Regardless of its gender, ethnicity or age the vampire extends underneath all land.

In this respect the vampire surfeit of all its former conversion of boundaries in the evolution, not only because the dark evilness has left the vampire, but also because the vampire as metaphor appears perpetual.



Recommendations
Based on findings and outcome of the research, the following recommendations are forwarded:

1. The concept of the research may be used as useful pattern on instructing literary criticism.
2. By referring to the outcome of the study, teachers may consider the strategies on teaching comparative literary analysis.
3. A resembling study can be administered in which the intention will be extensional, using the dark romanticism theory applied on other genre.

4. The material used in the study can be used in discovering the central themes on various dimensions of other dark romanticism stories written by other authors

5. The result of the study which is the narratives of evolution of vampires can be utilized as materials for baseline information for literary inclined persons in reading/writing fiction.

6. The result and the methods of the research may be used by Ab English students specifically in literary theme, subject or topics.

7. The novels Twilight and Dracula studies can be done by applying other theories such as new historicism to sight significance of the novel to the current times, structuralism to investigate the plot of the novel, psychoanalysis to for a in-depth investigation on the characters.

Module Objectives
To both contextualize and question relationships between literature and science in the nineteenth century, exploring the dynamic relationships between fictional and non-fictional writings. To foster a critical awareness of the way science shaped (and was shaped by) nineteenth-century literature, politics and culture. To explore the aesthetic and ideological variety of nineteenth-century writing (from fiction and poetry to non-fictional prose).



MODULE1

Module Title: Literature and Science in the Nineteenth Century: Evolution, Degeneration and the Mind.
Teaching Method: One weekly three - hour discussion. Prerequisites: LITCRIT1

This course will explore the diverse ways that writers responded to the dramatic developments in science in the nineteenth century, from Darwinian evolution and degeneration theory to the fascination with psychology, mesmerism and the mind. These emergent bodies of knowledge transformed conceptions of the self and society, and we will examine the strategies used by writers to engage with new conceptions of time, fears about progress, and the challenge to religious beliefs presented by the prospect of a directionless universe. Considering the emergence of social science and anthropology, as well as developments in evolutionary biology, psychology and the occult sciences, we will explore the ways science helped to shape nineteenth-century ideologies of race, class, and gender, and led to experiments with new and popular subgenres (including science fiction, imperial adventure, detective fiction and the utopian/dystopian novel).
Module Content
Learning Outcomes
Students should gain an understanding of the ways science participated in nineteenth-century theorizations of Empire and race, class and gender, and informed debates over subjectivity and social relations. You should be able to relate developments in biology, psychology and social science to fictional modes of representation, including developments in realist fiction, fantasy, and subgenre fiction. You should gain a more nuanced understanding of relationships between science, literature and culture in the nineteenth century. You should also enhance your skills of independent thought and research, your ability to work as part of a group, and your oral presentation skills.

Method of Assessment: A 2,900-3,300 word essay (90%); class presentation and participation (10%).

Content
The students will analyze chosen literary novels within the structure of these conceptions on Comparative Literature. By choosing two novels, one from 19th century and another from 21st century, dark romanticism will be applied and extracted from the two novels.
This module in divided in three sections:

1.The first section is examining a classic narrative and contemporary novel then consider their treatment of key concerns.

2. The second section explores conceptions of dark romanticism in both novels. A coding sheet shall be designed to identify their dimensions which will compose of physical, emotional and psychological dimension. Through this coding sheet the comparisons and differences shall be identified in both novels.

3.The third section will discuss the findings of second section and the didactic possibilities of using the results of this module in a classroom situation are discussed, with an emphasis on the importance of working with literature.

MODULE 2

Aim:
This module is intended to give comprehensive knowledge to students of the literature subject and developed their literary criticism skills to demonstrate how comparative literary analysis can be accentuated with the consideration of characters. These embolden students to engross in close reading and to locate words in its evolutionary contexts.
Students will discuss literary themes found in the novels that they will be exemplifying and analyzing. At some point students maybe expected to do presentations or discussions. In line with this, there is going to be four three-hour taught meetings.

Students will discuss literary themes found in the novels that they will be exemplifying and analyzing. At some point students maybe expected to do presentations or discussions. In line with this, there is going to be four three-hour taught meetings.

Learning Outcomes:

In the end of this module the student will be familiar and will be able to:

Present and explain how the two novels exemplify Dark Romanticism.

Extract and analyze specific text in the novels that presented the evolution of the key concerns.

Create and discuss the output of this module as a sample of comparative literary analysis.
Assess the depiction on the 19th century novel and its effect to the chosen literary texts of the 21st century novel.
Analyzed the central themes and methodical trait of the texts studied.
 
Assessment:
Student will make three 1000-word essays, dealing with discussions and findings on one of the taught three sections of the module.



Arp, T. R. (2008). Perrine’s Literature: Structure, Sound and Sense. Canada: Wadsworth Publishing Company.
Bruin-Molé (2010) The Horror of Dracula: Twilight and the 21st-Century Vampire
Dark Romanticism (2010) Retrieved from http://www.newworldencyclopedia.org/entry/Dark_romanticism
Darwinian literary studies (2013) Retrieved from http://en.wikipedia.org/wiki/Darwinian_literary_studies
DiYanni R.(2000) Fiction. USA: McGraw-Hill Companies Inc. Arp
Dy, Naguit, Pangan, Sanchez, (2012.) Exploring the Dark Dimensions of Man in Edgar Allan Poe’s Gothic Short Stories: Implications to the Teaching of Short Story Evolution (2009) Retrieved from http://www.newworldencyclopedia.org/entry/Evolution
Ferguson J. (2005) Developing a Library Research Strategy Retrieved from http://www.lib.unca.edu/library/lr/resstrat.html
Goss T. (2000): Vampires in Folklore and Literature Retrieved from http://www.rofmag.com/folkroots/vampires-in-folklore-and-literature)
Holt, Rinehart and Winston (2012) Aspects of American Romanticism. Retrieved from http://pphsenglish322.wikispaces.com/Aspects+of+American+Romanticism
Hughes J. (2009) “On the Sanguine Nature of Life: Blood, Identity, and the Vampire.” Post/modern Dracula: From Victorian _emes to Postmodern Praxis. Ed. John S. Bak.Newcastle: Cambridge Scholars Publishing, 2007.


Johansson E. (2010) A domesticated vampire- how the vampire myth has changed since Brams Stoker’s Dracula to Stephenie Meyer’s Twilight
Nair, T. (2010, December 28). Dark Romanticism. Retrieved from htpp://www.buzzle.com/articles/dark-romanticism.html
Nävsjö D. (2012) From Threat to Thrill A Comparative Study of Bram Stoker's Dracula And Stephenie Meyer's Twilight
Podonsky B.(2010) Retrieved from http://www.studentpulse.com/articles/184/bram-stokers-dracula-a-reflection-and rebuke-of-victorian-society
Twilight series (2010) Retrieved from http://www.examiner.com/article/cambridge-university-to-study-the-twilight-series
Twilight (2012) Retrieved from http://bestsellers.about.com/od/fictionreviews/gr/twilight.html
Twilight Study (2005) Retrieved fromhttp://thebestnotes.com/booknotes/Twilight_Meyer/Twilight_Study_Guide05.html
Shepherd (2010) Annie Shepherd The Evolution of the Vampire in Fiction and Popular Culture Retrieved from http://www.lagrange.edu/resources/pdf/citations/2010/11Sheperd_English.pdf
Vampire Literature (2012) Retrieved from http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Vampire_literature.html
Vampire (2010) Retrieved from http://www.newworldencyclopedia.org/entry/Vampire

Varnado (1987), S. L “The Daemonic in Dracula.” In Haunted Presence: The Numinous in Gothic Fiction, pp. 95-114. Tuscaloosa: The University of Alabama Press, 1987.
Wotherspoon (2010) Dorothy I. Wotherspoon THE VAMPIRE MYTH AND CHRISTIANITY Rollins College Hamilton Holt School


REFERENCES
Learning and Teaching
Learning and Teaching
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