Book analysis of Frankenstein

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There are three different essay prompts. you must choose one. each essay is that same requirements of 5 pages double spaced.

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HIST 1012.001 Fall 2018 Short Paper II DUE: in drop box by Friday, October 19, at 11:59 p.m. Please carefully read the entirety of this document. It contains information that is both useful and essential. Assignment: Write a 4-6 page paper that addresses one (1) of the following sets of questions: A) In Chapter 20 of the The Making of the West, the authors suggest an analogy between Napoleon and the monster from Mary Shelley’s Frankenstein. Other scholars have suggested that the monster represents the French Revolution. Based on a careful reading of Shelley’s novel contextualized within the historical material covered by Chapters 1920 of the textbook, which of these two views, if either, is correct? If the monster represents either the French Revolution or Napoleon, what politics or ideology might be represented by Dr. Frankenstein himself? What about the meta-narrator Walton? What do the course and outcome of Frankenstein’s nested narratives tell about Shelley’s own attitudes toward the French Revolution? What Shelly a liberal, a conservative, a radical, or something else? (Hints: Why is the family that Frankenstein encounters in the woods French (rather than some other nationality)? What roles do trials and systems of justice play the plot (especially in both Switzerland and Great Britain)? If a classical literary trope is to treat ships as metaphorical states, what kind of government pertains on Walton’s boat, and what does this tell us about his decision to turn his ship back?) B) Like a set of nested Russian Dolls, Mary Shelly’s Frankenstein actually consists of three narratives placed one within another: Walton’s letters to his sister, Doctor Frankenstein’s narrative to Walton, and the monster’s narrative to Doctor Frankenstein. Why does Shelley structure her novel in this manner? Write a paper in which you image that you are Walton’s sister. How might you, as a woman living in the late nineteenth century, respond to his narrative of events? How might you, as a woman living in the nineteenth century, account for the story’s tragic dimensions? (Hints: Mary Wollstonecraft, a well-known feminist author, was the mother of Mary Shelley. Although Wollstonecraft died eleven days after giving birth to her, some scholars suggests that her daughter was influenced by her views. What evidence is there, if any, that Frankenstein should be regarded as a feminist text? What role does the presence or absence of women play in Frankenstein? Why is Walton’s narrative the only one of the three addressed to a woman? How do you think that woman would have reacted to his decision to turn his ship around?”) Before writing your paper, be sure to review: https://www.colorado.edu/history/undergrads/paper-guidelines General Advice (which is similar to but slightly different from that given for Short Paper I) • Be sure to write your paper around a central thesis that is explanatory rather than merely descriptive. This thesis should be stated clearly (if somewhat tentatively at first, since you have not yet presented evidence) at the outset of your paper, and then repeated confidently and robustly (since you now have evidence on the table) in your conclusion. • Whichever question set you choose, your thesis statement should attempt to define clearly and precisely the central theme or argument of Mary Shelley and explain why she put that argument forward, preferably through reference to the historical circumstances in which she was writing. (NB- In analyzing an essay or exam prompt, you should look at the last question in the set as being the most important – that is, the question in response to which you should build your thesis.) Please note that although Shelley’s text is a work of fiction – a novel – we are asking you to read it not as a literary artifact, but rather as a primary source document that can reveal the political opinions and cultural values of educated Europeans living in the early nineteenth century. Critical analysis of Shelley’s genre, style, and trope can certainly constitute a component of your argument, but your ultimate goal is to use her text to reveal something about early nineteenth-century Europe. • The argument supporting your thesis should contain between two and five sub-points, with three generally being regarded as ideal. (NB- If you analyze an essay or exam prompt carefully, you might see that your responses to the first several questions posed could potentially serve as subpoints that you can connect into a response to the final question.) • Be sure to justify or defend your subpoints with concrete evidence drawn from Shelley’s text. Avoid broad generalizations. Try to be as specific as possible. There is no more convincing evidence than a direct quotation from Shelley’s text that serves to illustrate, verify, or support your own interpretive claims and assertions. • Extra points will be awarded for thoughtful historical contextualization of Shelley’s text based on the lectures and the course textbook. IMPORTANT: All papers must be submitted in electronic format to the appropriate drop box on D2L. If you work with Pages, please convert your file to .pdf format before uploading it to the drop box. Format and Citations: The paper must be printed or typed double-space in 12-point font with one inch margins all around. If you include a quotation more than three lines in length, it must be presented as a separate, single-spaced paragraph indented 5 spaces. You must use footnotes to cite the source of quotations, other forms of evidence, and interpretations of texts or events that are not originally your own. Footnotes are easy to create using word processing programs such as Pages or Microsoft Word: simply click on Insert, click on Reference or Footnote, and then type the text of your footnote. The program will adjust the placement of the note on your page. Footnotes should conform to the format outlined at: http://www.colorado.edu/history/undergraduates/paper-guidelines/referencing The main purpose of the footnote is to make it possible for the reader to reconstruct your trail of evidence. If you have doubts about whether you have cited material correctly, ask yourself the following question: “If my mother or father went to the library, would he or she be able to locate the book and page from which I drew my quotation or information?” NB- Footnote citations are actually integral to your argument, because they make a claim about the credibility of your evidence. Absence of footnotes is therefore absence of evidence! Grading Criteria: Your will be graded based on the following criteria: • the clarity of your central thesis and the extent to which it is explanatory rather than merely descriptive • the clarity of your subpoints and the extent to which they are logically connected with your central thesis • the extent to which the evidence presented in support of your subpoints is concrete, precise, and specific • the extent to which your evidence is credible • the extent to which your conclusion is both clear and convincingly supported by the logic and evidence of your argument • the extent to which your paper is free of the commonplace problems discussed in section H of the History Department Paper Guidelines. Put simply: clarity is always superior to obscurity, specificity (a source of clarity) is always superior to overly broad generalization (a source of obscurity), and explanation is always superior to mere description. ...
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Running head: BOOK ANALYSIS OF FRANKENSTEIN

BOOK ANALYSIS OF FRANKENSTEIN
(Author’s name)
(Institutional Affiliation)

1

BOOK ANALYSIS OF FRANKENSTEIN

2

Book analysis of Frankenstein
Based on Shelley’s novel when contextualized within the historical material as in
Chapters 19-20, it is true to say that the monster represents the French Revolution. This is
because these chapters represent the type of monstrous behaviour that demonstrated by the
French Revolution. In the story, the crowd is depicted as a monster, a terrifying being consisting
of disparate parts, a form of power created by authors of the Revolution. The monster is depicted
as fearsome force which then goes out of control of its creators to become increasingly
empowered by the growing articulation and strength of political demands of the mass industrial
workers. In other views, the monster is seen as a representation of dangerous force emanating
from the revolutionary mob that hated status quo of the political class of the time. The reading
depicts the monster’s increasing rage on the enormous tyranny and cruelty inherent of the human
institutions, political and social establishments. The monster is critical of the human society and
personality behavior. It is seen as an outsider character, a creature of which the society has no
place for1.

Frankenstein Ideology

Frankenstein reveals the attitude of indifference towards the grave and death by claiming
that his activities in plundering the grave yard and the dangers of disease, and potential infection
exposure he put himself in when creating the monster had already prepared him for revolutionary
1

Hodges, D. (1983). Frankenstein and the Feminine Subversion of the Novel. Tulsa Studies in

Women's Literature, ...

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