Evaluation of Mary Shelley's Frankenstein
Form, Structure and Plot
Frankenstein, an epistolary novel by Mary Shelley, deals with epistemology, is divided into three volumes, each taking place at a distinct time. Volume I highlights the correspondence in letters between Robert Walton, an Arctic seafarer, and his sister, Margaret Saville. Walton's letters to Margaret basically explain his expedition at sea and introduce Victor Frankenstein, the protagonist of the novel. Volume II is essentially Frankenstein's narrative, told in his point of view, with much action, death, and many more characters. There are a few chapters within this volume in which the monster narrates his adventures while alone. Volume III displays Victor's death and the monsters portrayal as a desperate character. Robert Walton also writes one final letter to his sister, explaining the remainder of Victor's story. The story is written chronologically, but because Victor's narrative brings about a flashback, it seems as if Victor is found, then the story shifts back in time to Victor?s youth and works its way back into present time. Volume I and Volume III are written in Walton?s perspective but Volume II is written mostly in Frankenstein's point of view. The work follows the patterns of an epistolary novel in that letters introduce the plot, the plot itself follows, and then letters to commence the plot end the story. The actual happenings of Frankenstein cover a two year period, but this does not include Victor?s narrative in Volume II.
Characters
The characters that serve as narrators at some time during the story, Robert Walton Victor Frankenstein, and the daemon, may be considered believable. Walton describes his aspirations and limited findings, which lack room for inaccuracies. Frankenstein?s narrative, which seems somewhat farfetched at first with the introduction of the monster, proves itself as believable due to the raw emotions he expresses. The monster?s narrative is also believable because it just accounts for what he had done to fill time while alone in the woods.
Victor Frankenstein, one of the novel?s round characters, may be described as a creative, knowledgeable, and reserved man in his middle ages. The novel is unique in that Victor Frankenstein is both the protagonist and antagonist, consequentially creating a conflict of man versus himself. W...
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...n my native wood, nor known nor felt beyond the sensations of hunger, thirst, and heat! Of what a strange nature is knowledge! (119).
The theme only heightens toward the end when Frankenstein sputters his dying words: ?Farewell, Walton! Seek happiness in tranquility and avoid ambition, even if it be the only apparently innocent one of distinguishing yourself in the science and discoveries. Yet why do I say this? I have myself been blasted in these hopes, yet another may succeed.? (215). It is only appropriate that his dying words confront the main them of the story. In essence, Frankenstein is confirming that knowledge is, in fact, dangerous, but even more dangerous is not pursuing knowledge for if one were to succeed, he would open that field up to all of mankind.
Significance of Title
There seems to be no true significance of the title Frankenstein. It seems merely to be named after the story?s main character, protagonist, antagonist, and, of course, its roundest character.
Works Cited:
Shelley, Mary Wollstonecraft. Frankenstein; or, The Modern Prometheus. Ed. D.L. Macdonald and Kathleen Scherf. Peterborough: Broadview Press, 1994.
In Lisa Nocks article appropriately titled “Frankenstein, in a better light,” she takes us through a view of the characters in the eyes of the author Mary Shelly. The name Frankenstein conjures up feeling of monsters and horror however, the monster could be a metaphor for the time period of which the book was written according to Nocks. The article implies that the book was geared more towards science because scientific treatises were popular readings among the educated classes, of which Shelley was a member of. Shelley, whose father was wealthy and had an extensive library, was encouraged to self-educate, which gave her knowledge of contemporary science and philosophy, which also influenced Frankenstein as well as circumstances of her life.
Shelley, Mary Wollstonecraft, Walter James Miller, and Harold Bloom. Frankenstein, Or, The Modern Prometheus. New York: New American Library, 2000. Print.
Shelley, Mary. Frankenstein or the Modern Prometheus. Edited with an Introduction and notes by Maurice Hindle. Penguin books, 1992
Shelley, Mary. Frankenstein: A Norton Critical Edition. Ed. J. Paul Hunter. New York: W. W.
Mary Shelley’s, Frankenstein, was written during a period of dramatic revolution. The failed French Revolution and Industrial Revolution seriously mark the novel with hints of moral and scientific revolution. Through Frankenstein, Shelley sends out a clear message that morally irresponsible scientific development can unleash a monster that can destroy its creator.
Shelley, Mary. “Frankenstein.” In A Norton Critical Edition. New York: W. W. Norton & Company, Inc. 1996.
Smith, Johanna M. Introduction: Biographical and Historical Contexts. Frankenstein. By Mary Shelley. 2000. 2nd ed. Bedford/St.
The monster of the novel is often misattributed with the name, “Frankenstein.” However, Victor Frankenstein can ultimately be considered the true monster of this tale. His obsession would lead to the corruption of his soul and the creation of two monsters—one himself, and the other, the creature. In attempting to take on the role of God, nature would become a monster to Victor and destroy his life. These elements of monstrosity in Frankenstein drive the meaning of its story.
In his journal, Thoreau muses upon twenty years of changes in New England’s land and beasts. He lists the differences in plants and animals, comparing them to past accounts and descriptions. He questions if the growing human presence has resulted in “a maimed and imperfect nature.” Cronon believes that this is an important question to consider. He points out that although changes do happen in nature, it is not so easy to determine how they changed. He is also not sure if Thoreau’s description of “a maimed and imperfect nature” is the correct way to refer to ecology, since it is by its essence, a fluid system of changes and reactions. Cronon does not deny the impact of
In Frankenstein, Mary Shelley highlights on the experiences her characters undergo through the internal war of passion and responsibility. Victor Frankenstein lets his eagerness of knowledge and creating life get so out of hand that he fails to realize what the outcome of such a creature would affect humankind. Mary Shelley’s novel, Frankenstein, highlights on how Frankenstein’s passion of knowledge is what ultimately causes the decline of his health and the death of him and his loved ones.
There are not many horror works can withstand a long period of time. However, one of these fictions, the gothic story "Frankenstein" by Mary Shelley, has existed for nearly two hundred years and is still popular among the modern society. In the book, there is an interesting character that can be easily ignored by readers but actually establishes the success for the Frankenstein. Robert Walton, as in this long lasting story, plays a role not only as a narrator, but also a parallel, or reflecting, character to Frankenstein and the creature, as well as a trait for romanticism.
Victor Frankenstein’s scientific endeavor, Robert Walton’s search for the North Pole, and the creature’s kind heart but scary features creates this whole theme of dangerous knowledge. The search for knowledge is encouraged and at times pushed by others. In Frankenstein is shows quest can lead to too much knowledge and drive him or her to his fate.
Shelley, Mary. Frankenstein: A Norton Critical Edition. ed. J. Paul Hunter. New York: W. W. Norton, 1996
Many critics have argued how much Mary Shelley’s personal life and background should be considered in the reading and interpretation of Frankenstein which contains many autobiographical references and experiences of her own. Analyzing the combination of a complex novel and biographical information readers find evidence that circumscribes her life produces a possible feeling and intentions that the author may have possessed. During the time period of writing Frankenstein, f...
Like I said previously, I am a people person and I learn better in a classroom setting, but in this case there were no face to face interaction. Most of my learning was either researching and reading, which is not my strong point, but through out this quarter I actually enjoyed reading the books we were required to read. I have learned through out this course that it is very important to learn all four types of learning styles. I Prefer to learn socially within a group of people and by trial and error until I learn the proper way of doing things, but I also like observation and cognitively but they are not my strong points. This quarter and probably through out my degree if I stay in this distant learning program I will be reading a lot, and I do not mind that. Even though reading is not my best learning style, but I must learn how to do it if I want to be successful in this degree. In life we are going to have use all four of these styles of learning( Courage and Calling Chap 9). Not only have I pushed my boundaries by expanding my learning styles. By forcing myself to read and writing more, I have been prone to like reading and writing more often. I have also learned how to look a situations in a different perspective and some sort of manage my time better. Because in the end we all must be able to be flexible and balance our time our properly,But how do we incorporate these different learning styles into our