Frankenstein coursework Essay Example for Free

Frankenstein coursework Essay Frankenstein was written in 1816 by female novelist, Mary Shelley. She was only 18 at the time she had the idea for it. Her, her boyfriend Percy Shelley (whom she later married) and some of her friends were on holiday at the shore of lake Geneva in Switzerland, and at the time it was pouring down outside, so one of them decided that they should have a competition to see who could create the scariest horror story. Each person tried desperately to think of one, so much that they tried eating things that would give them nightmares. Mary had the idea of a creature being brought to life, which then lead to the birth of Frankenstein.  This book is often referred to as the modern Prometheus, named after a greek god who stole power from heaven to create life from lifeless materials. When this book was first published, it was done so under an anonymous name because in those days women were not supposed to do things like  Write horror stories and therefore would have been outcast.  Summary  This story is based upon an English man called Robert Walton who is writing to his sister back in England. He is seeking to find the North Pole. In doing this, he finds a man called Victor Frankenstein floating on a piece of ice. Walton drags the man aboard and revives him. When Frankenstein is recovered he starts to tell his story.  He begins to tell Walton about his father and how he came to life, and goes on to talk about his childhood. At this time everything seems fine as Frankenstein appears to have had a very happy time as a child with his family, but it is after this that things start to go wrong. Frankenstein tells of how he goes to university to study natural philosophy, otherwise known as chemistry. It is from this that he goes on to make the discovery he so dearly goes to regret the discovery of giving new life to dead material.  He goes on to say that with this discovery he begins to build a new being. He not only begins to build it, he becomes obsessed with creating new life and even though he becomes ill he continues with it until it is done. He explains how excited he is with what he is doing and how he cant wait to get it finished. However, when it does spring to life the last emotion Frankenstein feels is joy. He is horrified by his creation, and runs out of his room. He returns later to find, to his extreme delight, the monster to be gone. Frankenstein soon forgets about it and decides to return to Geneva to visit his family who he has not seen for 5 years. He returns to discover some grave news.  His younger brother, William, has been murdered and his adopted sister, Justine, has been accused of the crime. Frankenstein instantly knows who had really performed the act. He knew that it was the monster he created which had done this heinous deed. He knew, however, if he told the court that they would not believe him, so Justine was convicted and executed. This filled Frankenstein with great bitterness and hatred towards the monster. He decides to go for a walk in the Alps to take his mind off things. It is here where he confronts the monster for the second time.  When Frankenstein sees the monster his first instinct is to kill it, but the monster is a lot bigger than stronger than him. The monster then tells Frankenstein to listen to what he says and then judge him. This is where the monster tells his story.  He says that he came into the world with no understanding of anything around him, like a fully-grown baby. After his confrontation with Frankenstein, he walked out into a park, where he found berries to eat and a stream to drink from. He then moved out into the countryside where he had numerous encounters with humans hed rather forget about. Whenever humans saw him, they either ran away or attacked the monster. This upset him, because he did not wish to harm them. Eventually, he found a small hovel (small hut) on a farm. It was here he stayed for a long time. He learnt the names of the people who lived on the farm, and also their history, that they were sent out of France by the government because they were planning to free someone from prison. The monster slowly picked up their language of these people and also how to read from old books they threw out. He helped the family by cutting wood for them at night in the winter at night, and generally became quite attracted to the family. After a year and a bit, the monster decided he would confront the family. This went well at first because firstly he met the old man. This was an advantage to the monster because the old man was blind and couldnt judge him by his looks. However, when the rest of the family came home they were horrified by the monsters appearance and attacked him. The monster was very upset by this and ran out of the house.  He ran out into the forest, and returned the following morning to discover the family rushing to leave the place from the monster. He was so angered by this that he trashed the farm, destroying everything and burning it all. The monster then set his sights on returning to Geneva. He spent about half a year travelling but eventually got there.  When he got there he discovered Frankensteins younger brother, William. The monster grabbed the boy, and he started shouting so he tried to silence him by choking him and ended up killing him. The monster found a pendant round the boys neck, and out it round a girl who was sleeping nearby, and then ran. It is here the monster concludes his story.

Half Brothers - How far can you sympathise with Helen, Gregory, William :: English Literature

Half Brothers - How far can you sympathise with Helen, Gregory, William Preston and the narrator of the tale? How does Elizabeth Gaskell guide your response? HALF BROTHERS How far can you sympathise with Helen, Gregory, William Preston and the narrator of the tale? How does Elizabeth Gaskell guide your response? Out of all of the characters in the story, I think that Helen and Gregory are the two that are easiest to sympathise with. William Preston is a harder character to sympathise with. The way that Elizabeth Gaskell portrays these characters in the tale, is a great influence on these thoughts. From beginning to end, Helen seems to have led a very tragic life. The start of the story consists of a very depressing amount of death and poverty and this could trigger a sympathetic reaction from the reader. After three years with her first husband, he dies of tuberculosis and leaves her with a young child, barely able to walk and many burdens such as a lease on their farm that she is stuck with for another four years. As if that wasn't enough, half of the stock on the farm was dead and the rest had to be sold to deal with 'more pressing debts'. All this made her life very difficult as there was no immediate source of income. The way all of this information is provided to the reader is also a reason for the quantity of sympathy generated for Helen. All of these tragic events in Helen's life are included in one single sentence. This gives the reader the impression that all these events happened within a very short time of each other. This would generate even more sympathy for Helen. Immediately after this one, massive sentence full of tragedy, and financial problems, Elizabeth Gaskell reveals that Helen is expecting another child. Here, a lot of emotive language is used, like 'sad and sorry' that trigger sympathy. Terms like 'lonesome dwelling' are also included. This suggests that Helen leads a very lonely, sad life. With winter approaching, Helen's future looks very bleak. At this point, Helen's sister 'Fanny' goes to stay at the farm to keep her company and help out. They planned ways to make money and for a short time, Helen's life began to look up. However, soon, Helen's daughter took ill of scarlet fever and within a week, she died. At this point, Helen was described as stunned by this blow. The fact that Helen did not cry almost gave the impression that Helen was so used to death that she had been 'hardened' by past experiences.

ENG1501 Assignment 1 Essay

1) ABAB CDCD EFEF GG 2) The first three quatrains or line 1-12 of William Shakespeare’s Poem My Mistress’ Eyes are Nothing Like the Sun can easily be seen as an insulting and negative tone â€Å" If snow be white, why then her breasts are dun† â€Å"Than in the breath of my mistress reeks† . But in truth the tone of the poem is humoristic, realistic and philosophical ,and as the poem progresses the true tone also progresses because although her lips aren’t coral red, her breasts not white as snow her hair not shiny he still loves her as she is and he doesn’t make her into something that she is not. â€Å" And yet, by heaven, I think my love as rare As any she belied with false compare† The poem can also be seen as a satire to the conventional poets of the time and their unrealistic image of true beauty, and shows it to be predictable and a clichà © 3) At first glance it might seem as if he is mocking her. But he is actually mocking and undermining the Pet rarchan sonnets and metaphors of the time The poet does not render a false image of his mistress, he compares her with the most beautiful objects in nature in the first two quatrains â€Å" My mistress’s eyes are nothing like the sun. Coral is far more red than her lips red. If snow be white then her breasts are dun† this states the poet will not compliment her on a quality she does not have but he is still in love with her â€Å"And yet, by heaven , I think my love as rare. As any she belied with false compare† 4) My Mistress’ Eyes are Nothing Like the Sun is not a classical Petrarchan sonnet. The poet will rather comment on the physical attributes his lover lacks in line 1-12 â€Å" My mistress’s eyes are nothing like the sun; Coral is far more red than her lips red; If snow be white, why then her breasts are dun† And state that he still loves her the way she is , than to portray his love for his mistress in an unrealistic , romanticized way that is a clichà © â€Å"And yet, by heaven, I think my love as rare. As any she belied with false compare† Shakespeare’s use of the unrealistic comparisons made by his fellow poets gives the sonnet a humoristic twist. 5) The poet uses simile in line 1† My mistress’s eyes are nothing like the sun† which he uses to compare his lovers eyes to the brightness of the sun A metaphor uses the word †like†. In line 2-4 the poet uses Petrarchen conceit metaphor. The poet compares his mistress to nature and the beauty it holds. The poet also uses a metaphor in line 6, where he compares her pale cheeks to roses. The poet uses personification in line 4 â€Å" If hairs be wires, black wires grow on her head†. He speaks of the wires like they are an object on their own and not part of his lover. 6) Yes, even in today’s society women are expected to be almost unrealistically beautiful, and meet the standards set by society and the media. Women everywhere are made to belief that all other women have perfect hair, nails and skin every day, when the reality is that no women will look flawless as the magazines and television portray without the help of make-up, a hairstylist and in some cases photo shop or even plastic surgery. Women are pressured to live up to the expectation of big bright eyes, full red lips, flawless skin, soft and shiny hair,â€Å" My mistress’s eyes are nothing like the sun; Coral is far more red than her lips’ red; If now be white, why then her breasts are dun ; If hairs be wires ,black wires grow on her head†. 7) The couplet at the end of the poem line 13-14 â€Å" And yet, by heaven, I think my love as rare As any she belied with false compare.† shifts the tone from humoristic to loving and compassionate. The couplet shows us that even with all her flaws he still loves her unconditionally, and will not change her into anything she isn’t. Bibliogrophy 1) Byrne.D , Kalua.F & Scheepers.R 2012. Foundations in English Literary Studies. ENG1501 study guide. Page 12, 13, 31, 33. University of South Africa. Mucklneuk, Pretoria. 2) Shakespeare , W. Sonnet 130 3) Moffet , H & Mphahlele,E. 2002. Seasons come to pass. A poetry anthology for Southern African Students. 2nd edition. Page 24 &25. Cape Town :Oxford University Press

Freedom of Speech in Campus - Free Essay Example

Sample details Pages: 2 Words: 563 Downloads: 1 Date added: 2018/12/27 Category Rhetoric Essay Type Assignment Level High school Tags: Freedom Essay Student Essay Did you like this example? According to the Margaret Wente in her article, the freedom of the speech in the universities is being faced with some challenges where it is almost dying. The way freedom of the speech is applied in the university it is becoming scary. Universities have been experiencing difficulties when it comes to the freedom of expression since it contains different cultures and different people with different thoughts, ideas and cultural background. The choice of the language or words for one to freely express ideas and thoughts is challenging. This paper will discuss the choice of the language at the universities and its fairness as it is used in the Margaret Wentes article. In the today universities, the choice of the language or the idea to be freely expressed should be done carefully, the ideas or language should be contained and neutralized so as it may avoid suppressing important opinions. This is because there is the issue of counterculture where different cultures view ideas differently. The freedom of the speech or the ideas and languages that are chosen in the universities should accommodate the other rights for it to be fair. They should include equality rights, diversity, and inclusion of all the people or students at the universities. For the freedom of the speech to thrive in the universities, it must be accompanied by respecting and acknowledging the diversity among the different cultures among the university communities. The language or idea chosen to be expressed should not damage the rights of the other cultures and communities as it should portray equal rights, diversity in beliefs and culture and should not be discriminative but inclusive. The freedom of the speech in the universities should be fair such that it should not violate the rights of the others in the society. The people should be free but they should make sure that what they speak should not offend the others. The speech should not interfere with the social justice. The speech should not interfere with the traditional values that are used in the truth-seeking. According to the Karl Marx who is the philosopher in advocating for the social justice, he argued that for social justice to be achieved the right words should be chosen. The words are said to be a dangerous weapon. For the freedom of the speech to be fair, it should conform to the concept of the words as a weapon. The language chosen should be right to ensure that one group is not disadvantaged by the freedom of the speech in our campuses. The freedom of speech should balance not to discriminate the different groups in the universities. Both minority and majority students should be served equally by the chosen ideas or thoughts being passed across. The language used in the freedom of the speech should not be abusive or offensive to other individuals in the universities. To conclude, for the freedom of the speech to be fair and prevail in our universities it should be fair and neutral. The choic e of the words chosen should not offend each other students on the campuses. Freedom of the speech should respect the other rights of the students, like the equality rights and should also recognize the diversity of the individuals and be inclusive in all its aspects. This will enhance peaceful environment in our campuses where students express themselves freely without offending each other. Don’t waste time! Our writers will create an original "Freedom of Speech in Campus" essay for you Create order