The aim of this diploma thesis is the comparison of the interpretations of the two novels of English Romanticism: William Godwin?s Caleb Williams (1794) and Mary Shelley?s Frankenstein (1818). It will concentrate on the influence of the tradition of Gothic novels, especially on the motifs of secret, pursuit, crime and self-devision. It will also concentrate on the atmosphere of fear and suspense.

abstract: "Romantic Cyber-Engagement" offers a new type of dissertation organized around three projects that combine the core values of the Digital Humanities with the hypertext tradition of scholarly pursuits in the field of Romanticism. The first of the three Digital Humanities contributions is to the profession. "A Resource for the Future: The ICR Template and Template Guide" articulates a template for the construction and operation of an advanced conference in Romantic studies. This part of the project includes the conference web site template and guide, which is publicly available to all interested organizations; the template guide includes instructions, tutorials, and advice to govern modification of the template for easier adaptation for future conferences. The second project, "Collaborative Literature Projects in the Digital Age: The Frankenstein Project" is a functional pedagogical example of one way to incorporate Digital Humanities praxis as an interactive part of a college course. This part of the dissertation explains the "Frankenstein Project," a web site that I created for an undergraduate critical theory course where the students contributed various critical approaches for sections of the novel Frankenstein; or, The Modern Prometheus. The final project, "'[W]hat they half-create, / And what perceive': The Creation of a Hypertext Scholarly Edition of 'Tintern Abbey;'" is a critical approaches section in which I created an interactive web site that focused on the primary work, "Lines Written a Few Miles above Tintern Abbey: On Revisiting the Banks of the Wye during a Tour, July 13, 1798." This advanced, multimodal site allows viewers to examine various critical approaches to each section of the primary work, and the viewer/reader can interactively engage the text in dialogue by contributing their own interpretation or critical approach. In addition to the three products and analysis generated from this dissertation, the project as a whole offers an initial Digital Humanities model for future dissertations in discipline of English Literature. / Dissertation/Thesis / Ph.D. English 2013

Submitted by Marta Toyoda (1144061@mackenzie.br) on 2017-01-04T20:13:57Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Larissa Donatelli.pdf: 8049562 bytes, checksum: a70111e0c70bb86bbc18f2ee8c98086f (MD5) / Approved for entry into archive by Paola Damato (repositorio@mackenzie.br) on 2017-01-06T18:33:27Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Larissa Donatelli.pdf: 8049562 bytes, checksum: a70111e0c70bb86bbc18f2ee8c98086f (MD5) / Made available in DSpace on 2017-01-06T18:33:27Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Larissa Donatelli.pdf: 8049562 bytes, checksum: a70111e0c70bb86bbc18f2ee8c98086f (MD5) Previous issue date: 2014-12-03 / The figure of the monster haunts the mankind since the dawn of the world. However, apparently the man still did not realize that these monsters are a reflection of the fears, deformities and deviations of character living inside of it. The monsters are part of the Western tradition and this paper aims at analyzing the historical development of a profile of monsters entity, through an analogy between the Gothic novel Frankenstein, by Mary Shelley and the film A pele que habito, by Pedro Almodóvar. / A figura do monstro assombra a humanidade desde os primórdios do mundo. Todavia, aparentemente, o homem ainda não percebeu que estes monstros são um reflexo dos medos, deformidades e desvios de caráter que vivem dentro dele. Os monstros fazem parte da tradição ocidental e o principal objetivo deste trabalho é analisar historicamente a construção do perfil da entidade monstro, por meio de uma analogia entre o romance gótico Frankenstein, de Mary Shelley e o filme A pele que habito, de Pedro Almodóvar.

Frankenstein; or, The Modern Prometheus by Mary Shelley and the characters within, tell a prominent story of the posthuman condition in a society where humanist thought is the only conception of subjectivity. The use of not only posthuman studies, but more specifically studies including subjectivity was needed, in order to analyse the relationship between the humanist and the posthuman subjects. Theories of posthuman subjectivity and subjectivity by Rosi Braidotti and Michel Foucault were used in order to examine the posthuman condition of “Frankenstein’s monster” and the role of humanist vs. posthuman subjectivity between Victor Frankenstein and the monster. The tension between Victor and the monster was analysed in order to investigate the monster’s struggle at acquiring subjectivity in a posthuman state, which revealed why it is impossible for the humanist and posthuman subject to peacefully coexist.

Feminist literary critics have long focused on the female gender role in Mary Shelley’s Frankenstein. This essay turns instead to the role of fatherhood in Frankenstein. This has been achieved by applying Judith Butler’s feminist theory, the Theory of Performativity, and by examining the different examples of fatherhood in the novel, performing a comparative study whilst applying a historical context. The main point of focus has been to compare the effects, of the existing types of fatherhood in the novel, on family and society, using the Theory of Performativity. This has resulted in the understanding that Frankenstein gives much consideration to the constituents of fatherhood which may represent the most immediate threat to the family as a building block, to the happiness of children, and the improvement of society.

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This study will be potentially beneficial to teachers as it guides them on how they can work with important but often neglected aspects of the curricula by using the book Frankenstein, or, The Modern Prometheus by Mary Shelley. My thesis statement is that goals from the core contents of English 7 and Social science 3 syllabuses are intertwined and have a connection to democratic values and, as I demonstrate in the analysis that follows, can be taught in connection by using Content and Language Integrated Learning (CLIL) as a method and Frankenstein as the content from which this collaboration can be created. CLIL will be used to show teachers how they can work in connection to create joint lessons that address both syllabi's goals when teaching content from Frankenstein and how it can be connected to democratic values. Liberatory teaching is one of the methods which match well with teaching content from Frankenstein and democratic values, as it gives the students the autonomy they need to develop their absorptive habits and critical thinking skills. The key concepts that will be used to analyze the chosen content in Frankenstein are alienation, mechanisms of inclusion, and exclusion. The key concepts are transparent in the content taken from Frankenstein, as the book is very well suited for such research. The analysis is split into two parts that show how the key terms affect Victor and the monster. Content for the analysis is taken in chronological order and is comprised of several different scenes and passages from Frankenstein where the key terms are most transparent. The pedagogical discussion will show how a teacher can use the content showcased in the analysis to connect to different goals in the respective syllabi and how teaching can be connected to teaching democratic values from the upper secondary school curricula. Further, it will recommend how teachers can create teaching content and activities suited for the content in Frankenstein, depending on the lesson's goals. Teachers will also be recommended different approaches and methods when teaching content from Frankenstein and what they need to avoid and think about to make liberatory teaching effective in the classroom.

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