Critical Reading Series Monsters Answer Key

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Monstersexplores questions about the central concept of the monstrous: Why do we create monsters? Are they animal, human, both, or neither? Which of our fears and desires do monsters embody? What can monsters tell us about our cultural and historical moments? How do we cope with the mon...

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Interdisciplinary perspectives on monsters and their effects on individuals and society. In order to foster student engagement, five chapters, built around central questions on the subject of monsters, offer numerous entry points for inquiry and discussion. A mix of genres as well as accessible and challenging selections from a variety of academic fields, including the humanities, social sciences, and the sciences, allow instructors to tailor their approach to each classroom. For instance,

Thoughtful support for writers and instructors. A general introduction, chapter introductions, and headnotes provide context, and prompts and assignments offer suggestions for discussion, informal writing, research; ways to connect selections; and assignments for writing. Alternative tables of contents organized by discipline and theme suggest further ways to teach and make connections among selections. More support for teaching, including sample syllabi and suggestions for books and media to supplement the reading selections, is offered on macmillanlearning.com.

New and Diverse Reading Selections

13 of the readings (over a third) are new, and represent a broad and diverse range of genres, themes, and voices. The number of scholarly works has increased, reflecting the growing academic interest in monster studies. Notable new readings include:

Chapter 2: How Do Monsters Reflect Their Times?

Ted Genoways, Here Be Monsters

Daniel Cohen, The Birth of Monsters

*Anonymous, from Beowulf [[*new translation]]

*Gerald Vizenor, Nannabozho and the Gambler

Matt Kaplan, Cursed by a Bite

W. Scott Poole, Monstrous Beginnings

*Nick Bostrom, Get Ready for the Dawn of Superintelligence

*Isaac Asimov, Robbie

*Chapter 3: How Does Gender Affect the Monster?

*Amy Fuller, The Evolving Legend of La Llorona

Homer, from The Odyssey

*Sophia Kingshill, Reclaiming the Mermaid

Ovid, Battle of the Lapiths and Centaurs

Karen Hollinger, The Monster as Woman: Two Generations of Cat People

*Carol J. Clover, Final Girl

*Judith Halberstam, Bodies that Splatter: Queers and Chainsaws

*Chapter 4: What is the Power of the Monster?

Jeffrey Jerome Cohen, Fear of the Monster Is Really a Kind of Desire

Bram Stoker, from Dracula

Karen Backstein, (Un)safe Sex: Romancing the Vampire

Elizabeth A. Lawrence, Werewolves in Psyche and Cinema

*Robert Louis Stevenson, Dr. Jekyll and Mr. Hyde

*Erica McCrystal, Hyde as a Monster Villain

*Christian Jarrett, The Lure of Horror

Andrew J. Hoffman is a Professor of English at San Diego Mesa College, where he teaches courses in grammar, composition, and British Literature. He received his B.A. in English from the University of California at Irvine and his M.A. from Syracuse University. He is the author of Monsters, part of the Bedford Spotlight series, and has contributed to The Arlington Reader, Fourth Edition. In addition, he has authored, edited, or otherwise contributed to numerous other textbooks of grammar, composition, and rhetoric, in both traditional and online formats.

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The course generally meets Monday, Wednesday, and Friday in individual sections for discussion: Tuesday afternoons are generally set aside for class projects, films, one-on-one writing conferences, and writing workshops.

In this course we will use films to explore a variety of questions: What does it mean to be human? Who are we, and how do we know? What do we want out of life, and how should we go about getting it? What are our responsibilities to others? What does it mean to live "the good life?" We consider the ways in which film addresses these questions. Does film reflect the answers, or does it create them? In addition to film, we will use works from psychology, philosophy, and film studies to explore these issues.

One becomes a monster either by committing some "monstrous" act or by possessing some properties that designate them as essentially "other." This course examines and evaluates the psychological, sociopolitical, and ethical processes through which this occurs and will attempt to answer the question: What does the status of monsters tell us about what it is to be human? To do so, we will look at Mary Shelley's Frankenstein, William Shakespeare's Othello, and a number of shorter readings and films.

Are you a good listener? How does listening differ from hearing? In what ways do culture and society encourage or inhibit our ability to listen? How does living in a digital world challenge our social interactions and shape our experiences with communication and listening? This course will focus on examining the surprising depth of the act of listening effectively. We will discuss various factors that influence our ability to listen including culture, technology, physiology, conflict, politics, religion, social status, power, gender, and interpersonal engagement. We will also explore ways in which truly listening can foster more effective political discourse, conflict resolution, and personal relationships. The course will rely on discussion and listening, reflective writing, activities, and experiences as well as analytical assignments and experiments.

Do humans differ in a fundamental way from thinking machines? What is the relationship of the body to our conception of the human, and how might it change with the advent of genetic or cybernetic augmentation? What is the likely endpoint or destiny of humankind? Science fiction stories can be read as thought experiments designed to explore deep questions about what it means to be human. Drawing on a variety of readings and films, our goal in this course will be to explore the issue of human identity as seen through the lens of science fiction.

Ancient Greek mythology, the product of an entirely foreign culture, still strikes modern readers as surprisingly relatable. This course focuses on how people today use Greek myths to better understand their own identities. Through readings and films, we will examine the ways in which ancient stories have influenced our world and how our experiences and perspectives can illuminate ancient texts: in other words, this course explores the complex interplay between ancient myth and modern identity.

Critical thinking is at the heart of a liberal arts education. But what is critical thinking? And how is critical thinking useful in confronting the unique challenges of Generation Z? Join us, as we define and use critical thinking to examine issues like global economic collapse, the crisis of racial and economic democracy, and threats to worldwide health and environment. What are the prospects of Gen Z in creating more democratic politics, socially just economic systems, and fostering cooperation on a global scale? Let's find out together.

What is a citizen, and how is one "made?" The term is used frequently in the media and in political discourse, but what does it mean? Using film, current events, curriculum materials, and readings, students in this course will dig into the meanings attributed to citizenship in the U.S. context, the role of schools in developing citizens, and the strategies applied by advocates of competing philosophies of citizenship. Under what conditions, if any, can a "good" citizen avoid paying taxes? Burn the U.S. flag? Protest racial inequity?

Why do we enjoy being frightened at the movies? Why are anxiety and terror so pleasurable as we watch others suffer them? The Gothic, popular in literature for centuries, has found particularly inventive and disturbing opportunities in film. This course explores Gothic cinema's impulse to focus on those disturbances to our psyche: isolation, the uncanny and the grotesque, suspense and terror, the outcast, secrets, and the disorienting notion of the "double." We will also discuss how the Gothic contributes to an understanding of our fears and anxieties regarding strangers--the "other"--and the struggle for identity that can be seen as "wrong" or transgressive.

In this course, we will explore the definition of what makes one an adult. What are "adult" tasks? What is "adulting"? In addition to discussing the difference between adolescence and adulthood, we will also question whether "emerging adulthood" should be considered a separate phase of life and its implications if so. What does it mean to contribute to society as an adult? Finally, we will also explore the question of what makes a life a good life to have lived.

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