2.4: Writing Portfolio

Setting: I was aiming to describe a large, destroyed city. An uneasy atmosphere is described, with indicators that war has destroyed the city becoming more apparent throughout the text. A nuclear bomb has been dropped, leading to a nuclear winter. Moss and other flora spread across the city throughout the broken concrete. It is a weekend and about midday, using the time of day to suggest that people were sleeping in. I tried using allusions to death through the use of words like: skull, bone, grave, tomb, etc.

It was autumn, early morning in the metropolis, where the sun sought refuge behind the thick layers of white and grey clouding the sky, allowing the people to rest in their beds and catch up on their lost sleep from the day before. The skyscrapers stood tall, their frames elegant. The trees danced in the wind in their vibrant dresses of assorted colours. Green, purple, orange. Crimson. The city was alive.

Listen, the chirp of the birds, the honk of car horns, the choo of trains, the chug of the motorboats and the chatter of the people crossing the street. Remember it. Such sounds had seceded to the silence, their origins hidden beneath the rubble. Moss spread like a contagion throughout the fissures in the concrete of the dilapidated fortresses spread the contagion of moss. Listen closer. Silence. The towers looked like used candles as the smoke rose up past the roofs, a reminder to the passing of time.

It is a dark and moody day in the metropolis, where the people had slept in, far past midday. The monolithic husks of metal stood tall and in order, watching over the city with a sinister demeanour. Second to them were the rows of trees, hunched over like old men, their backs swayed as they braced themselves against the whittling wind, their limbs numb with age, with fingers of brittle, broken bone. The colour palette was ghastly bland. The air burned, the cold stung, winter had come early.

Hush. Let the city rest with its people. Listen for the heartbeat of the place that’s heart had long stopped beating. Thud. Thud. Thud. The only thud that remained was the sound of crumbling buildings as their warped legs gave way. They now resembled tombstones of metal and stone, which was as solemn a farewell as the city could muster. Most birds had already departed, fleeing the unexpected winter, and those that remained were either crows or canaries. Interrupting the silence did these birds continue to chirp, though they screeching songs no one wanted to hear, with harsh, raspy voices that were weak from the smoke.

Even by turning your back to the destruction, could you not shake the images of what you’d seen. Even with your back turned could you still feel its gaze burning into the back of your skull, the gaze of a lingering darkness that seemed to stare back with eyes of its own, beckoning you over to its embrace as it sings sweet lullabies of death. Feel the warmth of the sun on the concrete as you lie on the ground, under the covers of your bed of rubble. Under the thick blankets of ash, you, and the whole city would sleep. You searched for a place your eyes could look at without seeing the plaid death, though no such place could be found. You take a deep breath of the broken glass air, letting your mind roam, wondering which excitements the next day would bring, knowing there was nothing left.

Free Choice Writing

Use extended metaphor

The city was a beehive. Its streets packed with the buzz of chatter

swarms of people. “beehive with queen bee” is the prime minister in the government building (quite literally The Beehive)

The city was a garden.

Can incorporate bees metaphor in a smaller sense while describing the various flowers/buildings and how there are an assortment of different ones, and how some buildings are the same. There are also some buildings/flowers which are the same as each other and next to one another.

Classroom Description

The classroom is warm. Outside it is cold. There are green chairs. There are red walls. There are blue desks. There are blue walls.

The classroom is warm, yet outside it is cold. There are green chairs, and there are red walls. There are blue desks like there are blue walls.

The classroom is warm even though it is cold outside. As the walls were blue, the desks were too. There are green chairs, but red walls.

Define the Following Terms

  • Sentence:
    • A set of words typically containing a subject and predicate.
  • Syntax:
    • The arrangement of words and phrases to create sentences.
  • Simple:
    • Type of sentence containing only one clause, subject and predicate.
  • Compound:
    • Type of sentence with more than one subject or predicate. Joined with a conjunction. Both clauses must make sense on their own
  • Complex:
    • Type of sentence containing a subordinate clause/ subordinate clauses. (subordinate meaning it can’t stand alone as a complete sentence).
  • Minor:
    • A sentence lacking the grammatical completeness of a full sentence. Often used to capture speech. Does not contain an independent clause. Relies on other sentences for context
  • Independent Clause:
    • A clause that can form a complete sentence standing alone, containing a subject and a predicate.
  • Dependent Clause:
    • A group of words with a subject and a verb. It cannot form its own sentence; it can’t stand alone.
  • Marker Word:
    • Word used to indicate the connection between ideas. Used to join an independent and dependent clause in a complex sentence.
    • E.g. When it stops raining, we will play baseball.
    • “When” is the marker since it creates a relationship between the independent clause “we will play baseball” and the dependent clause which doesn’t make sense without the connection to the independent clause “it stops raining”

Describe A Place

The trees danced to the gentle wind, dressed in assorted colours of as much vibrance as the deep blue which occupied the sky. The rocky, white exteriors of the not-so-distant mountains encompassed all. They would have seemed foreign given the warmth in the air, were it not for the cool breeze which accompanied it. The hot sun beamed down on the ground, illuminating the rocks, rivers and wet grass as if they themselves were glowing. I suppose they were, given the sheer joy the environment exuded.

Verb, Adverb, Preposition

Encompassed by giant pyramids of snow-capped rock, the freezing fog

Crunching through the snow as his boots connected with the gravel beneath, the man wandered past the desolate trees. Beyond him, all he could see was the harsh blanket of fog which burned his face. Occasionally breaking through this fog was his breath, its white hue matching the landscape around it like the palette of a boring artist. Brushing against his face, the harsh, cold fog burned his face.

Frankenstein Analysis

Plot

The novel moves through three different narrators. Discuss the different perspective each narrator offers and what this does to the readers understanding of the events of the novel.

There are three different narrators in Mary Shelley’s Frankenstein: Robert Walton, Victor Frankenstein, and The Creature.

Reflect on the order of narrators. Why does Shelley expose us to the ‘truth’ by degrees? How is one of the critical themes of the novel developed via the structure of the narration?

Explain the details of three key scenes in the novel. Analyse why these scenes are significant in regards to the development of character and theme.

By starting with Walton’s narration rather than Frankenstein’s or the Creature’s, Shelley forces the reader to develop an opinion on each of the characters before hearing their perspective.

Character

Describe each of the main characters and categorize their role in the novel. For each:

  • Describe their most significant personality traits

Victor Frankenstein is an ambitious yet stubborn man, and very paranoid/anxious. He is arrogant and changes from being someone who doesn’t think about the implications nor consequences of his actions to becoming an over-thinker.

The Creature is very intelligent, but also childlike given how impressionable and sensitive it is. The creature is also quite self-contempt. He begins his life as a compassionate being, which while kind-hearted is misunderstood, and he becomes increasing cold-hearted and sadistic as the novel progresses.

Robert Walton likewise to Victor is ambitious and loves the pursuit of knowledge, although unlike Victor he fulfils this pursuit through exploration rather than science.

Henry Clerval is good-natured and friendly.

Elizabeth Lavenza is nurturing and kind.

Determine their strengths and weaknesses

Victor Frankenstein:

Strengths: intelligent, ambitious.

Weaknesses: arrogant, stubborn, inconsiderate. Mentally unstable.

The Creature:

Strengths: intelligent, fast learner, supernatural strength and speed, resistant to harsh climates and doesn’t require much sustenance. Naturally good-natured.

Weaknesses: hideously deformed. Impressionable, sensitive and emotional.

Robert Walton:

Strengths: ambitious. Values people over his ambitions.

Weaknesses: lonely.

Henry Clerval

Strengths: Kind-hearted and caring. Ambitious yet moral. Selfless. Great writer. Nurturing.

Weaknesses: Too helpful to Victor at the expense of himself.

Elizabeth Lavenza

Strengths: Nurturing

Weaknesses: Arguably an unrealistic character who Victor describes as devoted to him. To be fair, this could be attributed to Victor’s biased narration.

Comment on what each character helps the reader to understand throughout the novel.

Victor allows the reader to understand how our ambitions and goals, even if not malicious, may come at a cost. Victor creates the Creature with little contemplation towards the consequences. This results in the death of many of his loved ones among other innocents.

The Creature helps the reader understand that evil is not intrinsic to us but rather influenced by external factors. At first, the creature is good-natured and naturally compassionate towards other beings. This is shown through various good deeds, such as when he rescues a young drowning girl. As the Creature is constantly denied compassion from everyone he encounters he begins to lose his compassionate nature and starts to see to it that other’s shall suffer as vengeance for the neglect he had received. The Creature shows us how naturally good people can

Robert teaches us that our ambitions should not come at the risk or expense of others. Robert hears Frankenstein’s story of how his ambition led to his grief and other’s destruction. After hearing this, Robert decides to turn back from his mission to the North Pole, rather than risking the life of him and his crewmembers. This is contrary to the argument that the ends justify the means; Robert understands the risk to himself and his followers if he were to continue with his goal and decides that his ambitions are not worth other’s demise.

The three main characters form a triangle of key relationships. Comment on how significant the relationships between Walton-Frankenstein, Frankenstein- Creature and Creature-Walton are to the development of the texts core themes.

Reflect on the characters’ connections to society- what experiences do they have that possibly shape them? How much a part does society play in influencing the characters decisions in the text?

Setting

  1. Identify three key settings in the novel that help to establish the tone of isolation that is developed throughout the text. Analyse how language features are used to convey this tone in this setting to the reader and reflect on the purpose behind this.
  2. Research the Enlightenment Period. Consider how a text such as Frankenstein emerged from a period of time when science was being established as a credible way of explaining the ways of the world.

Language Features

  1. Throughout the novel, Shelley often uses metaphor and simile to highlight some of the uncontrollable nature of exploration and knowledge. Reflect on how the following examples develop these ideas:
    • “These are my enticements, and they are sufficient to conquer all fear of danger and or death, and induce me to commence this laborious voyage with the joy a child feels when he embarks in a little boat, with his holiday mates, on an expedition of discovery up his native river.” – Walton, Letter One
    • …when I would account to myself for the birth of that passion, which afterwards ruled my destiny, I find it arise, like a mountain river, from ignoble and almost forgotten sources; but swelling as it proceeded, it became the torrent which, in its course, has swept away all my hopes and joys.”
    • No one can conceive the variety of feelings which bore me onwards, like a hurricane, in the first enthusiasm of success.”
    • “Of what a strange nature is knowledge! It clings to the mind, when it has seized on it, like a lichen on the rock.”
  2. The next language feature which Shelley uses throughout the novel is allusion. It is frequently woven throughout the text to ensure deeper meaning is given to the characters or events of the text. Comment on how the following allusions develop ideas about characters or themes:
    • The subtitle of the novel is “The Modern Prometheus”. Research the story of Prometheus and reflect on how he is connected to Victor Frankenstein. Discuss what we are able to understand about Frankenstein’s actions and punishment from unpacking this allusion.
    • The Ancient Mariner is a poem that is referred to throughout the novel. At times, it is even quoted (like in chapter five after Franensteins runs away from the creature). Research this poem and its meaning. Compare the similarities between the poem and the novel. Locate the extract of the poem in chapter five and analyse why it was inserted at this point of the text- what purpose does it have?
    • In Chapter 2 of Volume 2, Shelley refers to a poem called ‘Mutability’, written by her husband. Find a copy of this poem and explore the connection between the meaning of the poem and one of core ideas of the novel.
    • In Chapter 4 of Volume 2, there is a reference to ‘the ass and the lap-dog’ which is from La Fontaine’s ‘L’Ane et le petit chien’. It the text, when the ass sees the lap-dog’s master petting it as a reward for its friendly fawning, it tries the same thing but gets beaten for its pains. Look into this reference. Comment on how this relates to the Creature’s experience in the novel.
    • There are many moments where biblical allusions are made. Explore the meaning and connection to the text behind the following references:
      • “A new species would bless me as its creator.” – Victor Frankenstein
      • I ought to be thy Adam but I am rather the fallen angel, whom thou drivest from joy for no misdeed.”- The Creature
      • I had heard them, on these occasions, utter the words ‘good spirit’…but I did not then understand the signification of these terms.”- The Creature in reference to how the De Lacey family spoke of him. 
      • Like Adam, I was apparently united by no link to any other being in existence; but his state was far different to mine in every other respect. He had come forth from the hands of God a perfect creature, happy and proposerous, guarded by the especial care of his Creator; he was allowed to converse with and acquire knowledge from beings of a superior nature: but I was wretched, helpless and alone. Many times I considered Satan as the fitter emblem of my condition; for often, like him, when I viewed the bliss of my protectors, the bitter gall of envy rose within me.”- The Creature
      • “…the fallen angel becomes a malignant devil. Yet even that enemy of God and man had friends and associates in his desolation; I am alone.” – The Creature

Background and Purpose

  1. Collect a copy of the preface from Mrs Plunkett and read it. After reading it (and conductin research if you feel the need to), write a summary of the notes on the following points:
    • Mary Shelley’s background.
    • The conditions in which the novel Frankenstein was created.
    • Outline P.B. Shelley’s thoughts on the realistic nature of ‘the event’ which the novel draws upon.
  2.  In the preface, Shelley reflects on what she wanted to achieve with this novel. She states: “I busied myself to think of a story,- a story to rival those which had excited us to this task. One which would speak to the mysterious fears of our nature and awaken thrilling horror.”  In light of this quote, write a response to the following statements below:
  • Shelley states that she wanted to write a story to ‘rival one which had excited us to this task.’ To what is she referring to? Do you think Frankenstein fulfils this brief? Why/why not?
  • She goes on to say that she wishes to write a story that will ‘speak to the mysterious fears of our nature’. Provide a definition of ‘human nature’ and then discuss what ‘mysterious fear’ Shelley is seeking to tap into with Frankenstein. 
  • In what way do you think the novel ‘awaken(s) thrilling horror’? Why would Shelley want to frighten her readers? What do you think they should actually be afraid of if they look back and consider the novel?

3. The purpose of the novel is to issue a warning to the readers. Consider how the novel provides us with a warning on the following points:

  • Scientific exploration
  • Parental obligations and responsibilities
  • Judgement and prejudice of the majority against the minority

Critical Theory

To fully appreciate the novel, we need to examine it via a lens of critical psychological theory. For each of the theories below (note that the points are in fact links to get you started), summarize the general theory and provide a discussion as to their relevance to Frankenstein.

  1. The First 1000 Days
  2. Nature vs. Nurture
  3. Maslow’s Hierarchy of Needs
  4. Freud’s Theory of the ID