Frankenstein

I continue to struggle with when to let the students discover a text without (some, all, any, ?) guidance.  Even Frankenstein and his creature lament that their lack of proper guidance leaves them, ultimately, misguided.  Nonetheless, after their first reading, I asked AP senior students to create maps of the text before we discussed the text as a class.  With few exceptions, they recognized the structure of the text and how the structure created meaning.  As I mentioned before, I was interested in their assumption that knowledge is, according to Shelley, inherently dangerous.  That's were we started our discussions.