Ben Stark

Mrs Gatfield

Honors Survey of British Literature

12 February 2021

How Are Gothic Themes Shown In British Literature?

At the start of the 1600s, British literature was in it’s Neoclassical Era. Most of the

writings were satires and parodies, such as Swift and Pope’s writing. This was shown up until

1785. British literature then entered the Romantic era. This was a huge shift in writing style and

themes. Most of them focused on nature and the common man, individual experiences, and an

embrace of melancholy. But one type of writing that no one expected to rise up was Goth. Gothic

literature was very new to everyone, and most people didn’t understand it. But what drew them

into it? Most gothic literature was very violet and unsettling to most people, but somehow, they

enjoyed that. Many authors were able to put gothic elements into mainstream Victorian fiction.

This leads to the question “How are gothic themes shown in British literature?” There were

many different ways that authors were able to incorporate gothic ideas and views into their work.

This was shown through the use of mystery and fear, supernatural and inexplicable events, and

the atmosphere and settings they depict.

One of the most well-known books from the Romantic era is Frankenstein. This book

digs deep into the physiological hardships and ideas that come with rejection and identity. The

author, Mary Shelly, was able to incorporate gothic themes that enhanced and pushed the ideas

she wanted through these unsettling and intense views. Throughout the novel the monster is

constantly being rejected and harassed. No one accepted him for who he was because he was
different from them. He was shown in very intense and dark settings and situations. Victor was

also seen in situations like this. Victor is a very different character in this book. He is shown to

be very selfish and lazy. For instance, he told the monster he would make him a “mate” but

didn’t. He is also a very arrogant person, and Mary Shelly was able to bring gothic concepts to

show this. At one point of the book, Victor has a turning point:

“In this mood of mind I betook myself to the mathematics and the branches of study

pertaining to science, as being built upon secure foundations, and so worthy of my

consideration.. [this change seemed to be] the immediate suggestion of the guardian angel

of my life... but it was ineffectual. Destiny was too potent, and her immutable laws had

decreed my utter and terrible destruction.”(Shelly 22)

Victor decides to turn from the “mysterious” and “uncertain” ideas that natural philosophy

brings, and decides to instead pursue “secure” and “stable” worlds of math. He turned away to

break from his ‘gothic’ status and identity. But, Victor still blames his downfall on a supernatural

force, even though he is a man of math and science, where accountability and truth are the

fundamentals of his art. There weren't many gothic elements shown in this passage, but this

passage is from the beginning of the book, and is how Mary Shelly first introduced goth into the

novel. It is shown through the use of dark identity and the unsettling ideas that Victor has.

Gothic elements were also shown in Frankenstein through mystery and fear. Victor is

trying to build a monster out of dead bodies, so it’s already an unsettling situation. In one part of

the book, Victor is explaining what he has to do to build the monster:

 “I collected bones from charnel-houses and disturbed, with my profane fingers, the

tremendous secrets of the human frame. In a solitary chamber, or rather cell, at the top of

the house, and separated from all the other apartments by a gallery and staircase, I kept

my workshop of filthy creation.” (Shelly 32)

This is a very gothic scene. Victor is committing some very taboo acts, trespassing being number

one. And the way he describes shows us just how intense and wrong what he’s doing is. The way

he describes his workshop is also very important. This is where we get a very good glance at

who Victor is and what he aspires to be. He tells us his workshop is separate. This is indicating

isolation. Victor is alone and likes it that way. He also talks about how his workshop, and its

position at the top of a staircase mimics the ascension to the heavens. This can show us that he is

trying to mimic a supernatural being or God. He wants to have unlimited power and act as if he

is God. This is also a way that gothic ideas were shown in Frankenstein, the use of a supernatural

power.

Another piece of British literature that was able to incorporate gothic elements was The

Rime of the Ancient Mariner. This book is about an old mariner who kills an albatross. This leads

to him having many unfortunate events and horrible things happen to him. This book has many

gothic elements such as: the strange weather, death and in-life death, and the albatross being

represented as a bird of good men. Many people acclaim that this book is one of the original

gothic literature works because of the supernatural and horrific events that happen in it. One of

the most dominating gothic elements in this book is the supernatural quality. This is shown many

times, mostly during the mariner’s voyage. The mariner has many supernatural events happen to
him during his voyage and he describes them very thoroughly.

“Still as a slave before his lord, The ocean hath no blast; His great bright eye most

silently Up to the moon is cast – If he may know which way to go; For she guides him

smooth or grim. See, brother, see! how graciously She looketh down on him.” (Coleridge

94-95)

This quote is in the middle of a conversation between the two voices. One of the voices is the

moon. It’s not clear who the moon is, but is classified as a female. The second voice is

explaining how the ocean doesn’t have free will. These supernatural beings, and ideas help to

bring in goth to the story. It’s not a very ‘dark’ goth, but it is still very intense and descriptive.

Most people wonder how gothic literature became so popular since it was so different.

People didn’t understand how it appealed to so many people. It was misunderstood and strange,

this is what drew so many people in.

“Since its inception in the mid eighteenth century, Gothic fiction has been critically

contested, misunderstood and maligned. Although they were originally consumed by the

same, largely middle-class, audience that read novels, Gothic novels were especially

vilified immorality and exceptional popularity, particularly among women readers.”

(Davison 2)

The middle class was the majority of the people reading gothic literature, and that’s because it

appealed to them. The authors specifically brought these gothic ideas into their writing, and were
able to target their audiences. They brought in new ways of writing and themes that would

appeal to this new audience. It’s just like popular trends now. Anyone that is trying to sell a

product or promote an idea, has to follow popular demand and what people want. Otherwise, it

won’t captivate them or draw them into it.

“The term ‘Gothic’ emerged during the eighteenth century as a critical concept in more

than one snse. Most straightforwardly, it was a term of critical abuse in contemporary

reviews perturbed by the rise and rapid spread of a new species of fiction that refused

neoclassical realists and didactic aesthetic rules. The Gothic genre-or modern romance as

it was often called- was regularly attacked: its subject matter, its form, themes, modes of

representation and its perceived effects on readers, were seen as a ‘flood’, a ‘deluge’, an

ever-encroaching sea eroding the rocks of good taste and decorum and leaving only a

pernicious and depraved appetite for adventurers, thrills and sensations in its

wake.”(Botting 1)

Goth was an uprising that pushed social norms. It was able to break all the rules of past writing,

and incorporate these new ideas that the people wanted to hear. The more that authors wrote it,

the more the people wanted it. That’s why it was able to uprise so fast. And the authors were able

to keep adding these new, darker themes; such as mystery, fear, and supernatural.

Overall, the gothic uprising was a very contradicting idea for a lot of people. It happened

so fast due to the new concepts and want for it the readers had. Authors were able to incorporate

gothic elements into their writing through the use of mystery and fear, supernatural, and the dark

setting they wrote in. These ideas drew the reader in, in an unsettling way. The early stages of

gothic writing is what was able to form what it is now, and how we view it today.
 Citations

Botting, F. (2017). Gothic: Eighteenth-century gothic : Radcliffe, reader, Writer, romancer.

Retrieved February 15, 2021, from https://books.google.com/books?

 hl=en&lr=&id=oMKAUDRnY8UC&oi=fnd&pg=PR11&dq=gothic%2Bbritish

%2Bliterature&ots=5ZMQ7I_9Er&sig=VzKSQO7yuTVb78EK5ICtTyuqn5Y#v=onepage

&q=gothic%20british%20literature&f=false

COLERIDGE, S. T. (2018). RIME OF THE ANCIENT MARINER. SMK Books.

Davison, C. (2016). Gothic literature 1764-1824. Retrieved February 15, 2021, from

https://books.google.com/books?

hl=en&lr=&id=OkeuBwAAQBAJ&oi=fnd&pg=PR6&dq=gothic%2Bbritish

%2Bliterature&ots=T0fvQShoyO&sig=rMkN1m6mbirWYZd1rwHc7Va8SgM#v=onepag

e&q&f=false

Shelly, M. (1978). Frankenstien. Dale.

Reading - 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
4 In addition to a 3.0 score, student demonstrates sophisticated applications such as:
☐ Reflect nuanced, close reading of text(s) (beyond what was discussed in class).
☐ Demonstration of original thinking.
3 While engaged in grade appropriate tasks, the student demonstrates an ability to: It’s clear you understand the
☐ Reflect accurate reading of the text(s). stories, but the quotes selected
☐ Cite direct textual evidence from primary sources to support claims. don’t (yet) directly support your
X Cite direct textual evidence from secondary, scholarly sources to support claims. points. How might you select
No major errors or omissions with 2.0 and 3.0 elements. quotes that are more specifically
related to your areas of focus in
the paper?
2 No major errors or omissions regarding the simpler details and processes such as:
X Making an argument (claim).
X Evidence for support.
1 The student demonstrates understanding of all 2.0 elements with help.

Writing - 1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and
sufficient evidence.
 4 In addition to a 3.0 score, student demonstrates sophisticated applications such as:
☐ Engage reader with unique approach (example: intro engages, writing personality
shines)
☐ Use carefully selected evidence effectively.
☐ Draw intertextual and/or extra-textual connections.
☐ Develop nuanced ideas.
☐ Analyze evidence implicitly (read between the lines—not just summary)
☐ Presents and analyzes counterclaim(s) as leverage for argument.
3 While engaged in grade appropriate tasks, the student demonstrates an ability to:
☐ Make a clear argument; maintains continuity of argument throughout the essay. What if you followed the
☐ Use specifics whenever possible. specific layout of your thesis so
X Show, instead of tell. the primary claim is focused
☐ Sandwich quotes by context (before) and analysis (after) source material. throughout?
☐ Develop reasoning to show how/why evidence supports argument.
☐ Notes implications of argument or evidence (So what?)
☐ Presents counterclaim(s), but only summarizes it.
2 No major errors or omissions regarding the simpler details and processes such as:
X Logical explanation.
X Organized paragraphs and transitions.
1 The student demonstrates understanding of all 2.0 elements with help.
Writing - 4 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of content.
4 ☐ Engage reader with unique, but effective organization
☐ Explain concept(s) in unique way that results in fresh, original realization or
discovery.
3 ☐ Organize paragraphs and points logically; use transition words and phrases.
☐ Explain concept(s) in clear manner. Reconnect to thesis
X Establish necessary informational context as groundwork for analysis or argument.
2 No major errors or omissions regarding the simpler details and processes such as:
☐ Write introduction with thesis. ☐ Explain material and ideas.
☐ Organize material. ☐ Conclude.
1 The student demonstrates understanding of all 2.0 elements with help.
Language - 1 Demonstrate command of conventions of standard English grammar and usage when writing or speaking.
4 In addition to a 3.0 score, student demonstrates sophisticated applications such as:
☐ Deliberate control over grammar and punctuation to create a creative,
unconventional, or desired effect on the reader.
☐ Deliberate variation in sentence structure (simple and complex) to show mastery.
☐ Sophisticated, new applications of MLA formatting.
3 While engaged in grade appropriate tasks, the student demonstrates an ability to:
X Demonstrate proficient understanding of grammar and punctuation rules. Avoids
common errors such as comma splices, run-on sentences, and misspelled words.
☐ Follow all MLA formatting guidelines for heading, header, in-text citations for short
and block quotes, and spacing.
☐ Follow MLA format for Works Cited page, including alphabetical order, hanging
indent, and citation for a work in an anthology.
2 No major errors or omissions regarding the simpler details and processes such as:
X Basic sentence structure.
X Simplest application of MLA formatting.
1 The student demonstrates understanding of all 2.0 elements with help.