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Reflection of literature
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Recommended: Reflection of literature
As I recently watched X-Men: Days of Future Past in the theater, I understood what was said in the beginning of the year: everything I see from now on will be analyzed. I could no longer watch the movie for only the plot, but now something inside of me could not help but to analyze each aspect of the movie, from lighting to costume design to specific phrases each character said. I saw how the storyline reflected a hero’s journey and how the each character reflected an archetype.
Throughout my junior year enrolled in AP Literature and Composition, my reading journal mirrored the growth I made by the means of the quality of my notes. Before the school year even began, my notes were steadily based in plot summary. Looking back and reflecting, I understand my notes bend and break under the attempt at an analytical approach. In my very first notes for this class, I simply retold the plot like an underachieving sparknote author. In a segment from chapter four in book two from George Orwell’s 1984, I wrote “Winston rents the room above Charrington’s. Woman outside singing. Winston wishes they were married” (1984). When I wrote, I was focused on the “what” of the story and not the “why”. As days progressed to weeks and weeks progressed to months, I was still left wondering what exactly “good notes” and “analysis” looked like. Lessons were taught and I learned to decipher the needed from the unneeded and noted what I saw as symbols and larger meanings. In understanding Chekhov’s The Cherry Orchard, I looked at the what I thought was important from How to Read Literature Like a Professor and from what I could use in timed essays. I scrawled what I thought to be important, “The cherry orchard is a symbol of M Ranevsky’s childhood and innoc...
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...is symbolic of a part of each person. Shelley’s opinion on our darker selves” (Frankenstein). In all, understanding intertextuality and the authors ultimate purpose, my analytical skills blossomed.
Throughout my year enrolled in AP Literature and Composition, the skills I have learned from my reader’s journal has helped me create a different outlook on the world that helps create an order to the meaningless entertainment that would otherwise take over. I now have an insight on the world; the world’s tales are more than just happy accidents. They’re constantly inspired by other works and constantly racing to see who can create the most memorable and meaningful message. Whether I am now watching a quick flick at the movies or reading a Shakespearean play, I can see the dramatic effects of the literary world and how each event corresponds to a determined meaning.
Meyer, Michael, ed. Thinking and Writing About Literature. Second Edition. New York: Bedford/St. Martin's, 2001.
Mary Shelley's Frankenstein explores the downfall of certain human characteristics, set to the backdrop of creation, destruction, and preservation. The subtitle denoted by Shelly herself supports this idea, by relating the fact that the title can be viewed as either Frankenstein or The Modern Prometheus. One scholar, Marilyn Butler, also maintains this by noting, "It can be a late version of the Faust Myth"(302). Shelly uses the story of the main character, Victor Frankenstein, to produce the concept of a dooming human characteristic of which Frankenstein states, "I have . . . been blasted in these hopes"(Shelley, 152). The reader finds, as a result of his thirst for knowledge and infatuation with science, Victor creates a living being by whom he has "suffered great and unparalleled misfortunes"(Shelley, 17). Eventually, Victor realizes this self-destructive trait, but he is not able to save himself stating, "I have lost everything, and cannot begin life anew"(Shelley, 16). Although everything in his life that is dear has been lost, Victor is able to convince one in his same position--Robert Walton--to not "lead [his crew] unwillingly to danger"(Shelley, 151). While addressing the concept of characteristic and self-discovery, it is possible to realize that the monster also possesses the characteristics held by both Victor and Walton; except in his learning, the monster is driven to continue to cause destruction. Most important about the thirst for knowledge is that, as a form of human characteristic or downfall, it leads to large, critical pieces of self-discovery. In obtaining these critical pieces, Frankenstein finds satisfaction in j...
‘[The] characters and plot of Frankenstein reflect . . . Shelley’s conflicted feelings about the masculine circle which surrounded her.’
The idea of duality permeates the literary world. Certain contradictory commonplace themes exist throughout great works, creation versus destruction, light versus dark, love versus lust, to name a few, and this trend continues in Frankenstein by Mary Shelley. The pivotal pair in this text however, is monotony versus individuality. The opposing entities of this pairing greatly contrast against each other in Frankenstein, but individuality proves more dominant of the two in this book.
The fact that Frankenstein’s creation turns on him and murders innocent people is never overlooked; it has been the subject of virtually every popularization of the novel. What is not often acknowledged is the fact that Frankenstein himself embodies some of the worst traits of humankind. He is self-centered, with little real love for those who care about him; he is prejudiced, inflexible and cannot forgive, even in death. While some of these traits could be forgivable, to own and flaunt them all should be enough to remind a careful reader that there are two "monsters" in Frankenstein.
Frankenstein’s monster was a horrid creature, Frankenstein described him as “His yellow skin scarcely covered the work of muscles and arteries beneath; his hair was of a lustrous black, and flowing; his teeth of a pearly whiteness; but these luxuriances only formed a more horrid contrast with his watery eyes, that seemed almost of the same colour as the dun-white sockets in which they were set, his shrivelled complexion and straight black lips.” (Shelley, 58) Symbolically, the monster represents evil incarnate, a living representation of
Although the greater picture is that reading is fundamental, the two authors have a few different messages that they seek to communicate to their audiences. “The Joy of Reading and Writing” depicts how reading serves as a mechanism to escape the preconceived notions that constrain several groups of people from establishing themselves and achieving success in their lifetimes. “Reading to Write,” on the other hand, offers a valuable advice to aspiring writers. The author suggests that one has to read, read, and read before he or she can become a writer. Moreover, he holds an interesting opinion concerning mediocre writing. He says, “Every book you pick has its own lesson or lessons, and quite often the bad books have more to teach than the good ones” (p.221). Although these two essays differ in their contents and messages, the authors use the same rhetorical mode to write their essays. Both are process analyses, meaning that they develop their main argument and provide justification for it step by step. By employing this technique, the two authors create essays that are thoughtful, well supported, and easy to understand. In addition, Alexie and King both add a little personal touch to their writings as they include personal anecdotes. This has the effect of providing support for their arguments. Although the two essays have fairly different messages, the authors make use of anecdotes and structure their writing in a somewhat similar
... good, but can be turned to evil by society’s narrow-minded view of what is normal, and the corruption of the mind through knowledge and education. The repercussions of Victor’s and others alienation of the creature turned a caring individual to an evil one. Shelley succeeds in bringing Rousseau's theory to life, that one is born good, but he can be turned to evil through civilization and education. This story still has a great meaning for us today. Millions of people are outcast by society, not only because of physical appearance, but also because of sexual orientation, social status, and religion. Once people quit looking so narrow-mindedly at one another, the world will be a much better place, and Frankenstein's "monster" will rest in peace!
...most readers tend to sympathize with Frankenstein because of the way in which he is mentally and physically harmed by his creation. However, one must also realize that while Frankenstein is a victim in the novel, he also exhibits features that make him a monster. These monstrous qualities, however, stem from his passion for science and his desire to create life. Not only does the reader criticize and pity Frankenstein, but the reader also empathizes with Frankenstein’s creation. He was unjustly shunned by society because of his physical appearance. On the other hand, the reader realizes that like Frankenstein, the creation can not be sympathized with entirely. He too exhibits traits that make him appear villainous. It is the duality of these two characters that make Frankenstein and his creation two of the most appealing characters of the nineteenth century.
Harold Bloom, a well-known American critic explores Mary Shelley's Frankenstein to find true meaning. Throughout his essay, he gives answers to the lingering question of who the real monster is. He also paints a clear picture of a major theme in the novel, the Romantic mythology of the self. Through reading his essay, it opens up new light to Mary Shelley's novel. It gives new meaning to the monster and his creator.
Mary Shelley’s Frankenstein depicts a man’s thirst for knowledge and the consequences of his actions. The main character Victor Frankenstein embraces an act of monstrous proportions and creates his own being, known as the creature. A passage from the text is spoken in the voice of the beast and discusses his distress of being considered an atrocity. It explores the theme of humanity’s natural attraction for monstrosity. The prose alludes to the debate as to whether malicious behaviour is due to a person’s nature, or to how they are nurtured. Using literary devices, the passage conveys human nature’s entwinement with monstrosity through society’s belief of the fiend being abnormal and by Victor Frankenstein’s treatment towards his creation.
In this essay I am going to answer ‘how and why does Mary Shelley make the reader sympathise with the character of the monster in her novel Frankenstein’.
As one of the first gothic novels Frankenstein explores the darker side of human nature, ambitions, and the human mind.
Schilb, John and John Clifford. Making Literature Matter: An Anthology for Readers and Writers. Boston: Bedford/St. Martin's, 2000. Print.
Having contrasting assessments of a bit of writing is not just about how individuals see them. One must likewise, consider how they influence the way a man demonstrations and feelings, all things considered. People can discover topics in writing and apply them to their own lives. Subjects of a story can change a viewer 's ethics, considerations, activities, and morals. The extremely same encounters that molded th...