ERH-421WX Reflective Essay

Ben Outland

ERH-421WX

LTC Ticen

12/12/18

Reflecting on One Text: Frankenstein

On the first day of One Text: Frankenstein, we were asked to complete a worksheet which gauged our general knowledge of Mary Shelley’s famous novel. Given that the course is designated by the Institute as one which “Investigate[s] and develop[s] an understanding of appreciation for cultures and their products and traditions,” the assignment also had us provide our definition of culture, a word which is enigmatic. Lastly, the worksheet offered us a chance to look at the semester ahead: what will be challenging about the course? How will we plan to overcome these challenges? Reflecting on my answers to these questions from over three months ago, it is striking to see my personal development in both understanding the significance of the novel’s history, themes, and legacy, as well as its richness as a study in understanding culture. Dedicating yourself to being a student of just one text is truly beneficial.

Looking back over my worksheet, I was impressed that one of my initial impressions turned out to be an important focus of study for the course. On the sheet, I wrote: “I think Frankenstein is a highly misunderstood piece of literature, due to its large use in mainstream pop-culture.” I had gotten this impression from reading the novel as a senior in high school, therefore having a vague understanding of the true nature of Victor and the Creature. However, most of the details from that reading were fuzzy. Like most who know Frankenstein only colloquially,  most of my knowledge about the novel came from pop-culture adaptations. I focused on this idea in my essay about Frankenstein in pop-culture, studying differences between the original and modern films. One perspective that changed greatly, however, is the idea of how multi-dimensional the novel truly is. Coming into the course, I knew the novel was considered a “masterpiece,” but failed to fully grasp why until after our studies. Our discussions showed me an incredible amount of different interpretations and concepts available in the novel.

The amount of growth I gained as a reader of Frankenstein is impressive, and spending so much time on one text helped me develop as a student of literature and culture as well. After studying Frankenstein with an English professor and a classroom of intelligent peers, I wish I could go back and teach the Frankenstein unit from my senior year in high school. Our discussions as a group brought many educated perspectives and interpretations of the novel which I found engaging, and often challenging of the status quo. The course readings also helped me grow as a student of Frankenstein — learning about the impact of Shelley’s tragic personal life, and the ghost story tale behind the creation of the novel were completely new to me. In addition, the juxtaposed viewpoints and ideas brought up in our two editions — Frankenstein for Scientists and Engineers and the Harvard edition — offered two interesting points of view and focuses for reading. These annotations helped me grow by going above and beyond just reading a non-annotated edition.

These discussions and readings didn’t just help me grow as a student of Frankenstein; these practices also progressed me as an overall student of literature and culture. I learned that studying and understanding the story, and viewpoints of a novel’s author, can be important to grasping context. Reading and responding to different critical and scholarly takes on the story is another practice which is beneficial to analyzing literature of all types. The different types of readings, as well as viewing the stage production, helped me grow as student of culture. Coming to realize how important of a literary masterpiece Frankenstein is solidifies my knowledge of its importance to British culture, as well as the many cultures described in the novel such as Switzerland, Germany, and Ireland. It’s ability to have become so well known makes it a human achievement that spreads through world cultures.

After taking this course, I have gained a thorough understanding of an important novel. My close study of this text has provided me with tools which make reading more beneficial and enjoyable. I have also gained a new appreciation for the cultural significance of the novel, leading to a better understanding of what makes a work of literature culturally important. I also gained an ethical framework issues such as mothering and the danger of science. To any cadet interested in taking this course, I would recommend that you don’t take it “just to get an easy English elective.” The course 400-level for a reason, as it requires close reads and analysis. It challenges you to think deeply about themes and concepts brought up in the novel. If you love literature, and want to progress as a reader, then this course is for you.