EWRT1A30: parallelism and end of Frankenstein

Here is the parallelism exercise.

As I mentioned in class on Wednesday, I'd like you to think about your experience reading Frankenstein. What surprised you or what stuck out for you? Maybe you were surprised at how different the novel was than the movie versions. Maybe the language was challenging for you, but you made a breakthrough with it. Maybe the central question of whether or not the quest for knowledge is good or evil challenges the very reason why you are in college. In other words, articulate your experience reading this novel, what you felt and what you thought. You won't be handing this in, but be ready to share it in class.

We also will be discussing Maxine Hong Kingston's "No Name Woman" on Monday. It's in your reader. As you read it, try to figure out why the narrator has chosen to tell the story of her aunt. Also, look for connections to Frankenstein.

EWRT1A30: presentation groups for week 11

Kingston, "No Name Woman," Nov.29
James
Allen
Terry

Faulkner, "A Rose For Emily," Dec.1
Angie
Otoota
Angela

EWRT1A30: conciseness exercise

The Longman refers to it as conciseness; I'm calling it wordiness. Either way, here's the exercise. There are only five sentences this time.

EWRT1A30: modifiers exercise

Here is the modifiers exercise.

EWRT1A30: Essay 3

Here is the prompt for the last out-of-class essay.

Reading groups for next week

I wanted to list the groups for next week to make sure that everyone is in contact with each other. You can use the comment section to exchange contact information, if necessary.

Frankenstein, chapters 5-10, Nov.15th
Santiago
Jimmy
Andrew
Paul Medina

Frankenstein, chapters 11-16, Nov.17th
Sonny
Alan Tran
Paul Kaiser
Anita Dhillon

Map of early Frankenstein chapters

Here's the map of the cities mentioned in the early parts of the novel.

EWRT1A30: Reading Response 8

Reading Response 8
Keeping in mind what you have read of Frankenstein so far, respond to one of the prompts below.

• What are the effects of education as depicted in this novel? Does education liberate characters or ruin them? Consider Frankenstein, Clerval, and Walton (you don’t have to discuss all three, I’m just suggesting examples).
• Do you find Victor Frankenstein to be a responsible person? In answering this, don’t refer only to Victor’s relationship to his creation.
• How is nature depicted so far in the novel? What is its effect on the characters? Please refer to specific scenes.
• Look at the fate of Justine. How is she treated before William’s murder? How is she treated afterward? What does this contrast tell you about the society in the novel?

EWRT1A30: mixed constructions/structures

Here is the exercise due Wednesday.

EWRT1A30: Reading Response 7

From what you have read of Frankenstein so far, respond to one of the prompts below.

• Walton’s desire is to discover the North Pole and the external conflicts he faces stem from that. But what drives him to do it? In other words, describe Walton’s inner conflict. Look at what we know of his past and consider comparing Walton with what we know of his sister, Mrs. Margaret Saville.
• Compare and contrast the ambitions of Victor and Walton. How do the two men see their responsibilities to themselves and others? What kinds of values and motivations may be operating for each person?
• What do you think of Victor at this point? What kind of character is he? Consider looking at his relationship with his family, with Elizabeth, and/or to his education.

EWRT1A30: Frankenstein reading questions

Here is a list of ten questions to help focus your reading of Frankenstein. Please print this list out and refer to it as you progress through the novel.

1. Is Victor Frankenstein a dynamic character? In other words, does he change throughout the novel? Does he learn anything?
2. Is the novel saying that too much knowledge is a bad thing? Are exploration and discovery portrayed as misguided or noble?
3. What does the novel tell us about education? Look at both Victor and the Creature, but don’t forget Clerval and Safie. Does education help characters to overcome barriers or does it create more problems?
4. What is the cause of Victor’s guilt, according to him? According to the Creature? According to you?
5. Which characters have a voice in society and which do not? Why are certain characters denied voice? Is there a pattern?
6. Is the Creature good or evil? Is he innately so or is he made that way? Is there a villain in this novel?
7. Why does Victor remain silent about the Creature until the end? Is his silence justified?
8. Why doesn’t the Creature simply kill Victor early on? Look at how the Creature behaves over Victor’s coffin. Does this scene give you any other insights as to why the Creature didn’t kill Victor?
9. Look at how women are treated in this novel. Is there some kind of pattern? Do the women inhabit similar worlds? Contrast that with the worlds inhabited by the men.
10. Is Victor a reliable narrator? Is Walton? Is the Creature? Who do you trust the most? Why?

Vote!

On the subject of making one's voice heard: vote tomorrow!