Frankenstein; or, The Modern Prometheus
88 pages ⢠2 hours read
A modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.
Chapter Summaries & Analyses
Letters 1-4
Chapters 1-4
Chapters 5-8
Chapters 9-12
Chapters 13-16
Chapters 17-20
Chapters 21-24
Character Analysis
Symbols & Motifs
Literary Devices
Important Quotes
Essay Topics
Further Reading & Resources
Discussion Questions
How does the creatureâs revenge against Frankenstein ultimately lead to Frankenstein becoming like the creature?
Discuss the role of nature in the novel. What causes alienation from nature, and what is the result? How does one reconnect with nature? How does the grandeur of nature simultaneously comfort and alienate one further?
What is the role of women in the novel? Consider Elizabeth, Justine, Safie, Agatha, and even Robertâs sister Margaret. How does their passivity demonstrate 19th-century ideals for women?
Related Titles
By Mary Shelley
The Last Man
Featured Collections
Audio Study Guides
View Collection
British Literature
#CommonReads 2020
Nature Versus Nurture
Romanticism / Romantic Period
Safety & Danger
Frankenstein
By mary shelley, frankenstein study guide.
The early nineteenth century was not a good time to be a female writer Â-- particularly if one was audacious enough to be a female novelist. Contemporary beliefs held that no one would be willing to read the work of a woman; the fantastic success of Mary Wollstonecraft Shelley's Frankenstein served to thoroughly disprove this theory.
Frankenstein established Shelley as a woman of letters when such a thing was believed to be a contradiction in terms; only the reputation of Madame de Stael surpassed Shelleyâs in Europe. De Stael, however, was more famous for continuing to publish her works despite the fact that the Emperor Napoleon had explicitly forbade her to do so, rather than for the quality of the works themselves.
Though Frankenstein is now customarily classified as a horror story (albeit the first and purest of its kind), it is interesting to note that Shelley's contemporaries regarded it as a serious novel of ideas. It served as an illustration of many of the tenets of William Godwin's philosophy, and did more to promote his ideas than his own work ever did. The novel does not, however, subscribe to all of Godwin's precepts. It stands in explicit opposition to the idea that man can achieve perfection --Â in fact, it argues that any attempt to attain perfection will ultimately end in ruin.
Frankenstein is part of the Gothic movement in literature, a form that was only just becoming popular in England at the time of its publication. The Gothic mode was a reaction against the humanistic, rationalist literature of The Age of Reason ; one might say it was ushered in by the death of Keats, the English author with whom Romanticism is perhaps most closely associated. Frankenstein might be seen as a compromise between the Gothic approach and the Romantic one: it addresses serious philosophical subjects in a fantastical manner. ÂThough it confronts recognizable human problems, it can hardly be said to take place in a recognizably natural world. Some critics have suggested that this tension between Gothic and Romantic literary modes echoes the philosophical tension that existed between herself and her husband, the Romantic poet Percy Bysshe Shelley.
As the prejudice against women writers was quite strong, Shelley determined to publish the first edition anonymously. Despite this fact, the novel's unprecedented success paved the way for some of the most prominent women writers of the nineteenth century, including George Eliot, George Sand, and the Bronte sisters. All of them owed Mary a tremendous literary debt. Without the pioneering work of Mary Wollstonecraft Shelley, a great many female authors might never have taken up their pens; they might never have felt free to exhibit dark imagination, nor to engage in philosophical reflection. Without her, and the women whose work she made possible, English literature would be unquestionably the poorer.
Frankenstein Questions and Answers
The Question and Answer section for Frankenstein is a great resource to ask questions, find answers, and discuss the novel.
What is the meaning of dissoluble as it is used in paragraph 3 of the passage?
dissolved, disconnected, broken.... ended
âI expected this reception,â said the dĂŚmon. âAll men hate the wretched; how, then, must I be hated, who am miserable beyond all living things! Yet you, my creator, detest and spurn me, thy creature, to...
What decisions and discoveries go into Frankensteinâs creation? What does he learn first, and which parts of the process take longer?
There is so much in your questions. This is only a short answer space. Victor Frankenstein studies biology and metaphysics first. Victor dreams of creating a new species: to renew life.
Explain about the gigantic figure in Frankenstein?
Are you referring to the creature? What specifically do you need to know?
Study Guide for Frankenstein
Frankenstein study guide contains a biography of Mary Shelley, literature essays, a complete e-text, quiz questions, major themes, characters, and a full summary and analysis.
- About Frankenstein
- Frankenstein Summary
- Frankenstein Video
- Character List
Essays for Frankenstein
Frankenstein essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of Frankenstein by Mary Shelley.
- Dr. Jekyll and Mr. Frankenstein
- Egotism, Personal Glory, and the Pursuit for Immortality
- Frankenstein and the Essence Of the Romantic Quest
- Like Father Like Son: Imitation and Creation
- Frankenstein's Discovery
Lesson Plan for Frankenstein
- About the Author
- Study Objectives
- Common Core Standards
- Introduction to Frankenstein
- Relationship to Other Books
- Bringing in Technology
- Notes to the Teacher
- Related Links
- Frankenstein Bibliography
E-Text of Frankenstein
Frankenstein e-text contains the full text of Frankenstein by Mary Shelley.
- Letters 1-4
- Chapters 1-4
- Chapters 5-8
- Chapters 9-12
- Chapters 13-16
Wikipedia Entries for Frankenstein
- Introduction
Frankenstein Questions and Answers
Being one of the most mysterious novels of its time, Frankenstein by Mary Shelley leaves many questions unanswered. On this page, we have collected an extensive list of the most frequent questions about the novel. By clicking on the links, youâll see the full versions of the answers.
đ Top-10 Frankenstein Questions
- Why did Mary Shelley write Frankenstein?
Which theme best fits the story of Frankenstein?
How are frankenstein and prometheus alike, what natural phenomena influenced frankenstein.
- Who is Walton in Frankenstein?
- When does Frankenstein take place?
What genre is Frankenstein?
- Who is Henry Clerval in Frankenstein?
Who is the real monster in Frankenstein?
- Who is the narrator of Frankenstein?
â Frankenstein Q&A
In the novel frankenstein, what does the creatureâs connection to nature suggest about him.
The Creatureâs connection to nature shows the readers his human side. Victor created him from the dead. But the monster is able to appreciate beauty. He can develop human feelings, such as love, loneliness, and fear. It reflects the evolution of his attitude to people and his place in the world.
How does Frankenstein end?
At the end of the novel, Victor dies on Robert Waltonâs ship in the Arctic Circle. The boat captain finds his body and the monster who mourns Victorâs death in the room. The Creature disappears from the boat to kill himself. Victor and the monster die in the end. But the nature of their deaths is different.
How does Victor Frankenstein die?
Victor Frankenstein travels to the Arctic icy waters in an attempt to escape from the monster he created. The weather conditions become dangerous when the ship goes North. Victor falls sick with pneumonia, and his health worsens. Soon after the boat reaches the land, he dies.
Science, Gothic, and romantic fiction genres are different. However, Mary W. Shelley managed to unite them. She created one of the most famous literary works of the XIX century. Frankenstein is a combination of all three categories. It presents all the traditional elements of each genre.
Why did Frankenstein create the Monster?
Victor Frankenstein created the monster out of arrogance. The scientist wanted to become like God. Making a living creature by himself gave him a sense of purpose and great power. Although Victor claimed that he was creating a monster to help humanity, he was doing it for himself.
What is Frankensteinâs Monsterâs name?
Frankensteinâs monster does not have a name in the book. He is often referred to by his creatorâs name. The creatureâs namelessness is an artistic device that emphasizes his loneliness and isolation.
Which quote from Frankenstein brings out the theme of revenge in the novel?
The quote from Chapter 20 depicts the theme of revenge. âI may die, but first you, my tyrant and tormentor, shall curse the sun that gazes on your misery. Beware, for I am fearless and therefore powerful.â
What is the theme of Frankenstein?
The central idea is the ethical responsibility of scientists for the results of their discoveries. The novel discusses other essential themes. They comprise creation, revenge, nature, isolation, family, and love.
Prometheus and Frankenstein suffered for their deeds. They attempted to create a new life and faced the results of their actions. Both of the characters suffered from disregarding the laws of nature in favor of progress and creation.
How has Victor changed by the end of Frankenstein?
By the end of the story, Victor loses all his humanity due to his desire for revenge. The monster killed everyone the scientist loved, making the wrath even worse.
What do Victor and Walton have in common in Frankenstein?
The two main characters Victor and Walton, have several things in common. They are both incredibly ambitious and in love with science. They share a fascination with nature and the environment, although their love is manifested in contrasting ways.
Which of the conflicts in Frankenstein drives the story forward?
The plot of the novel by Mary Shelley, is constructed on the conflict of heart and intellect. Victor Frankenstein faces the challenge of choice: to have a family or to have fame and recognition. He wants them all, but it is impossible. Therefore, he has to choose.
In Frankenstein, who cares for Victor when he is stricken with a fever?
Henry Clerval, Victor Frankensteinâs close friend, helps the main character overcome months of fever in Chapter 5. To conceal the illness from his family, Henry takes on the responsibility of caring for sick Victor.
What does Fankenstein do after his creation comes to life?
Frankenstein is a young university student. He has the goal of inventing a giant creature that would function like a normal human being. After bringing it to life, he is angry with the beast. It becomes angry and violent. Victor refers to it as âthe miserable monsterâ, leaves home, and desires to kill the creature.
Who killed William in Frankenstein?
Frankensteinâs monster kills William, his creatorâs younger brother, by pressing his throat so that he is not able to breathe. However, the creature is not the only one to be blamed. Victor Frankensteinâs irresponsible actions lead to tragedy in the first place. It is undoubtedly unwise to accuse the monster of the murder and ignore his masterâs disruptive behavior.
How does Elizabeth die in Frankenstein?
Elizabeth in Frankenstein dies due to the monsterâs attack, who strangles her. The incident happened when the couple was on their honeymoon, and Victor left her alone in the room.
How is Frankenstein a romantic novel?
Frankenstein is both a Gothic and romantic novel. It refers to romantic literature. Mary Shelley follows the charactersâ feelings and tragic experiences. She chooses strong words and images that convey their fierce passions. The novel depicts the sad discord between nature and society. The theme is typical for romanticism.
The theme that fits Frankenstein best is that humans should not play God. Victor managed to create a living creature. But it came with unintended results.
Why does the Monster think that Frankenstein must be destroyed?
Victor refuses to create a friend for the Creature. The Monsterâs loneliness in the human world makes him aggressive. Victor cannot become his companion because he hates the Monster. That is why he decides to kill his creator.
What is Elizabeth, the bride of Frankenstein, like?
Elizabeth Lavenza is an orphan child. She was raised by Victor Frankensteinâs family and later became his bride. Being an idealized character, she combines positive traits. Some of them are beauty, loyalty, and kindness.
How did young Frankenstein spend his childhood years?
Frankenstein is the protagonist of the world-famous book Frankenstein; Or, The Modern Prometheus by Mary Shelley. The scientist spent his childhood in a wealthy family. The knowledge of natural wonders absorbed him from an early age. Victor had few friends, including the brothers and Henry Clerval. Later he shared the secret of his monster with Henry.
In what way did the Monster take revenge on Frankenstein?
Frankensteinâs monster enters the world with the hope of serving people, making friends with them. But he does not find a place for himself, and he takes revenge on his creator. Desperate and unhappy, the monster kills Victorâs family. He wants his creator to be as lonely as himself.
Is Frankenstein a true story?
The events described in Mary Shelleyâs Frankenstein could not occur at that time. To many, the character of Frankenstein is a metaphor.
Describe the island where Frankenstein created a She-Monster
Victor builds his monster on a lonely island in the Orkney Islands chain in Scotland. This place is quiet, peaceful, and lonely, which is what the scientist wants to implement his plan. The scenery of the island is impressive and makes Victor think about his homeland.
What was Victor Frankenstein's laboratory like?
Victor Frankenstein created two monsters in two different places. His first lab was a âcellâ at the top of his house in Ingolstadt, Germany. His second lab was a miserable hut on one of the remotest islands of the Orkneys. Both of them were hidden and contained body parts and instruments for creating monsters.
How is the theme of horror in Frankenstein revealed?
Frankenstein is a novel that highlights the real problems and anxieties that people experience in life. Writing a fictional story, the author delivered the theme of horror and showed various consequences that can be brought by peopleâs unhealthy ambitions and desires.
What tale did Frankensteinâs Monster tell Victor?
When Victor Frankenstein and the monster finally meet, the creature tells a story of his moral transformation. Driven by the need to feel accepted but unable to fulfill it, he turns to the path of violence and revenge.
How many Frankenstein plays exist?
There are no less than nine theatrical productions of Frankenstein. The first one by Richard Brinsley Peake was named Presumption, or the Fate of Frankenstein. It debuted in 1823. In 2011, the National Theater presented its version of Frankenstein. Benedict Cumberbatch played the leading role. The actor is known for the Sherlock BBC series.
Victor Frankenstein has always been interested in the inner workings of the universe. Once he saw a bolt of lightning that struck a tree. This experience led to his explorations of lighting and electricity. When he was lightning, he became fascinated with the theories of galvanism. It is apparent that lightning and thunderstorms are the natural phenomena that influenced Frankenstein.
How many chapters are in Frankenstein?
The editions of 1818 and 1831 are different in quite a few aspects, one of which is the number of chapters. The new version contains a different story of Elizabeth and several changes in the story structure.
Why is Henry Clervalâs Death important in Frankenstein?
Victor Frankensteinâs friend, Henry Clerval, dies by the monsterâs hand. The guilt and grief for Henry nearly drove Victor mad. Due to this tragic event, Frankenstein seeks vengeance. It highlights the horrible results of his experiment.
What was Victor Frankenstein's strongest motivation for creating life?
Victor Frankenstein appears sympathetic and ambitious at first. Everything changes when he decides to create a living creature. His motivation to make a new life was selfish, which he later told Walton.
What major event occurs in Frankenstein's life when he is 17 years old?
The character of Frankenstein goes through a couple of significant events at the age of 17. One challenging situation is that his mother, Caroline, gets sick and dies. But itâs not the end of the story. At the same time, Frankenstein had to leave his home for the German University.
Is Frankenstein a zombie?
The Creature from Frankenstein by Mary Shelley is an intelligent being. Despite being brought to life by the questionable actions of the protagonist, his mind is human-like. He is not a zombie, as he consists of body parts of multiple sources and has an identity.
How is figurative language used in Frankenstein?
Mary Shelley uses personification, symbolism, similes, and metaphors. Figurative language in Frankenstein is a critical tool that reflects the plot subtexts. It refers to the characters and society.
What are the best examples of irony in Frankenstein?
The best example of irony in the novel is that Victor, who aims to create life, brings death to his family. Further, Victor, the creatureâs maker, does not take care of it and leaves. Irony makes Mary Shelleyâs Frankenstein a valuable piece of literature with a hidden meaning.
What was the face of Frankensteinâs Monster like?
Overall, the face of the creature looked terrible. It was so scary and disgusting that Victor started to fear his invention and ran away from the apartment. In addition to the bookâs descriptions, people created an image of Frankensteinâs face by watching the movies. These screen incarnations were also ugly and made the viewers vulnerable.
Why did Victor destroy the female monster?
Victor Frankenstein creates a monster and promises him a bride of his kind not to be lonely. But the scientist changes his mind. He fears that male and female creatures will procreate. Their unnatural children could terrify and destroy future generations. By killing the bride, Victor condemns the monster to endless loneliness.
What does the Monster mean by the phrase âI will be with you on your wedding nightâ?
Victor Frankenstein refuses to create a female monster, destroying the last hopes of his Creature. The Monster realizes that he is destined to be alone. Now his main goal is to destroy Victorâs life, making him lose everyone he loves. The Monster says, âI will be with you on your wedding night,â and keeps his word by killing Victorâs fiancĂŠe Elizabeth.
What is the difference between the two versions of Frankenstein: 1818 vs. 1831?
Mary Shelleyâs original version of Frankenstein was popular among her peers. But she wanted to respond to criticism, elevate the main characterâs thinking, and clarify the plot details. The versions differ by the introduction, expanded Victorâs monologue, and the characterâs portrait.
The real villain of Frankenstein is not the creature despite his appearance and evil deeds. The real monster and antagonist of the novel is Victor, his creator. He first gives life to the beast, pretending himself to be a God. Then, he abandons him, neither killing him nor teaching him the correct life principles.
Why Did Victor decide to become a monster girl maker?
Victor decided to make a female partner for the Monster out of fear and guilt. He realized his fault in creating the Monster. After listening to the Monsterâs pleas, he agreed to create a being like him.
How was Mary Shelley related to Percy Bysshe Shelley?
Mary Shelley was the wife of Percy Bysshe Shelley, the poet. Their relationship was both professional and personal. The couple shared the same passion for literature and a circle of close friends.
đ References
- Frankenstein; Or, The Modern Prometheus by Mary Shelley
- Why Frankenstein is the story that defines our fears – BBC
- Frankenstein’s monster in popular culture
- The Pop-Culture Evolution of Frankenstein’s Monster
- Share to Facebook
- Share to LinkedIn
- Share to email
Study Guide Menu
- Plot Summary
- Summary & Analysis
- Literary Devices & Symbols
- Essay Samples
- Essay Topics
- Questions & Answers
- Mary Shelley: Biography
- Chicago (A-D)
- Chicago (N-B)
IvyPanda. (2024, May 28). Frankenstein Questions and Answers. https://ivypanda.com/lit/study-guide-on-frankenstein/questions/
"Frankenstein Questions and Answers." IvyPanda , 28 May 2024, ivypanda.com/lit/study-guide-on-frankenstein/questions/.
IvyPanda . (2024) 'Frankenstein Questions and Answers'. 28 May.
IvyPanda . 2024. "Frankenstein Questions and Answers." May 28, 2024. https://ivypanda.com/lit/study-guide-on-frankenstein/questions/.
1. IvyPanda . "Frankenstein Questions and Answers." May 28, 2024. https://ivypanda.com/lit/study-guide-on-frankenstein/questions/.
Bibliography
IvyPanda . "Frankenstein Questions and Answers." May 28, 2024. https://ivypanda.com/lit/study-guide-on-frankenstein/questions/.
VCE Study Tips
English Language
Private Tutoring
Only one more step to getting your FREEÂ text response mini-guide!
Simply fill in the form below, and the download will start straight away
English & EAL
Frankenstein by Mary Shelley
October 26, 2020
Want insider tips? Sign up here!
Go ahead and tilt your mobile the right way (portrait). the kool kids don't use landscape....
Frankenstein is usually studied in the Australian curriculum under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response .
2. Historical Contexts and Setting
4. Feminist Interpretation
5. Sample Essay Topics
6. essay topic breakdown.
- Frankenstein is a Gothic novel. The genre emerged in the eighteenth century, and was characterised by elements of mystery, horror and the supernatural. Such elements are manifested in the novel by Shelleyâs use of isolated settings and dark undertones. Through her main plot of raising the dead to create a living creature, Shelley stays true to Gothic elements by allowing her characters to cross boundaries between mortal and supernatural worlds.Â
- The novel is told in the epistolary form - written in a series of letters. This effectively integrates the reader into the story by allowing them to feel as if they are receiving a personal account of the events of the novel, adding an element of immersion.Â
- Frankenstein is also a frame narrative, a form which examines the dark, internalised consciousness of each character that narrates the events of a story in each frame. Unlike in an omniscient narrative perspective, each storyteller is a character with concomitant shortcomings, limitations, prejudices, and motives.
Historical Contexts and Setting
- Born in London, 1797, Mary Shelley was the only daughter of notable intellectual radicals. Her father, William, was a philosopher who condemned social institutions as corrupt and instead advocated for reason to guide peopleâs decisions.Â
- During the 18th century, the traditional and metaphysical understanding of the meaning of life were replaced by more secular ideologies. It was during this period that galvanism was born; Luigi Galvaniâs experimentalism with electrical currents to stimulate muscle movement. Shelley took inspiration from this to form the crucial plot device of Frankenstein .
- The context of Frankenstein was also the backdrop of the French Revolution. There has been critic speculation that Shelleyâs creature is an emblem of the French Revolution itself â originally created in order to benefit mankind, but the abuse of which drives it to uncontrollable destruction.Â
- Thus, in Frankenstein , Shelley explores not only the scientific possibilities of human existence, but also the nature of man and self awareness of ambition. The novel is designed to make the reader wonder - is scientific exploration an exciting or terrifying thing? How much ambition is too much - and does having it offer more good or harm to humanity?
Pursuit of dangerous knowledge
Victorâs personal torment throughout the novel arises as a result of his attempt to surge beyond accepted human limits of science. Walton mirrors this pursuit by his attempt to surpass previous human explorations in his endeavour to reach the North Pole. Shelley evidently warns against such pursuits, as Victorâs creation causes the destruction of all those dear to him, and Walton finds himself critically trapped between sheets of ice, with only his deep loneliness to keep him company. A key difference between Victor and Waltonâs fate, however, is that while Victorâs hatred of the creature drives himself into misery, he serves as a warning for the latter to pull back from his treacherous mission, proving just how dangerous the desire for knowledge can become.
Sublime Nature
The sublimity of the natural landscape is a typical Romantic symbol throughout the novel, as it acts as a source of emotional and spiritual renewal for both Frankenstein and his creature. Depressed and remorseful after the deaths of William and Justine, Victor retreats to Mont Blanc in the hopes that its grandness will uplift his spirits. Likewise, the creatureâs âheart lightensâ as spring arrives, delivering him from the âhellishâ cold and abandonment of the winter. Such as this, nature acts as an instrument through which Shelley mirrors inherent similarity between Frankenstein and the creature. Nature is also constantly depicted as a force stronger than that of man, perceivable by its punishment of Frankenstein for attempting to violate maternal laws in his unnatural creation of the creature. As such, Shelley suggests that Frankensteinâs hubristic attitude towards nature ultimately results in his damnation.
Beauty and Monstrosity (Societal Prejudice)
The creature is rejected almost solely due to its hideously ugly physical appearance, standing at âeight feet tallâ and described as âa thing even Dante could not have conceivedâ. Prejudice against outward appearances becomes apparent throughout the novel, as despite educating itself and developing a âsophisticated speechâ, the creature continues to be judged solely on its appearance and is shunned and beaten due to its repulsiveness. Shelley condemns the extent of this prejudice through the character of William, who, despite the creatureâs belief that he is far too young to have âimbibed a horror of deformityâ, demonstrates intense loathing at the âugly wretchâ. In stark contrast to this, the reader can perceive a prevalent social privilege of beauty, as numerous characters are favoured solely for their outward appearances. Safie, similar to the creature in that she is also foreign and unlearned in English, is admired for her âcountenance of angelic beautyâ. While the âdemoniacal corpseâ of the creature is perceived by society as âa blot upon the earth, from which all men fled and whom all men disownedâ, Safieâs beauty marks her as a cherished individual who âinfuses new lifeâ into souls.
Victorâs obsession with creating life is shrouded in secrecy, and his obsession with destroying his creation remains equally secretive until his revelation to Walton near the end of the story. However, while Victor chooses to remain reclusive due to his horror and guilt, the creature is forced to do so merely by his hideous appearance. Despite this, the theme of secrecy also links the creator and creature through the character of Walton; in confessing to Walton of his crimes before he dies, Victor is able to escape this stifling secrecy that ruined his life, just as the monster desperately takes advantage of Waltonâs presence to force a human connection, hoping to find someone who will empathise with his miserable existence as âa monsterâ.Â
Feminist Interpretation
- Frankenstein has been perceived by many as a feminist novel, as Shelleyâs weak representation of women acts as a critique to patriarchal ideals of females.
- During the eighteenth century, a womanâs finest characteristics were described by Rousseau himself: âThe first and most important qualification in a woman is good nature or sweetness of temper.âÂ
- Thus, in Frankenstein , women are almost always perceived through a maleâs perception. The women in the novel are thus excluded from all spheres; not given voices in telling their stories, nor truly figuring in the male charactersâ romantic lives.Â
- Female representation is purposefully excluded from the novel in order to accentuate this flaw in society. As such, the women that do appear are symbols of the âideal womenâ of the eighteenth century - they are presented as reflections of their male counterparts; as mothers, daughters, sisters, or wives, rather than strong individual entities.Â
- It is important to note that most of Shelleyâs idealised women in Frankenstein all die in the end, and the character traits that had defined them as idealised women were the cause of their deaths. For example, Caroline Beaufort dies directly as a result of her acting as a dutiful caregiver, and looking after Elizabeth when she contracts scarlet fever. By emancipating her from her stereotypical role as a woman through death, Shelley suggests that her Enlightened society must depart from this systematic oppression of the female sex.
Author's Views and Values
Frankenstein depicts a variety of Shelleyâs views and values. Some ways to word these in an essay would be:Â
- Shelley suggests through Frankensteinâs downfall that an individual cannot succeed in isolation.
- Shelley visibly condemns the misuse of intellect and scientific discovery for oneâs own personal gain.
- In Frankenstein , Shelley depicts the creatureâs mistreatment to oppose the societal judgement that beauty is reflective of character.Â
- Shelley offers a moral edict that superfluous pride leads to downfall.
- Shelley denounces the naĂŻve ideals of revolution ideology through the tragic and violent consequences of Frankensteinâs discoveryÂ
- Sample Essay Topics
Whenever you get a new essay topic, you can use LSGâs THINK and EXECUTE strategy , a technique to help you write better VCE essays. If youâre unfamiliar with this strategy, then check it out in How To Write A Killer Text Response . â
Here are a few practice essay questions:
- âIn Frankenstein, the creature is shown to be more humane than its human creator.â To what extent do you agree?
- âFrankenstein often falls physically ill after traumatic events.â Discuss the role of sickness in the novel.
- 'Although Frankenstein is written by a woman, it contains no strong female characters.â Discuss.
- âLife, although it may only be awn accumulation of anguish, is dear to me and I will defend it.â How does Shelley use paradox to show the complexity of the human condition?.
- âIn Frankenstein, suffering results when imperfect men disturb natureâs perfection.â To what extent do you agree
- Essay Topic Breakdown
Essay Topic 1 : 'Although Frankenstein is written by a woman, it contains no strong female characters.â Discuss.
You could approach this topic in a character-based manner , and focus on three female characters:Â
Paragraph One:Â
- Focus on how Shelley depicts women as merely weaker, sacrificial reflections of their male counterparts.
- Margaret Saville, Waltonâs âdear sisterâ, is only present in the novel through his narrative portrayal of her. She is described as the âangel [of] the houseâ, and while her brother is exploring to âaccomplish some great purposeâ, Margaret is at home, passively waiting for his letters.
- Caroline Beaufort, Victorâs mother, is also only perceptible as the archetypal female, encompassing the roles of wife, mother, and daughter. After her father dies, leaving her as an âorphan and beggarâ, Caroline is reduced to a damsel in distress in need of saving by Alphonse Frankenstein, who comes to her âlike a protecting spiritâ.Â
Paragraph Two:
- In this paragraph, you could focus on how females are valued primarily as objects of physical beauty, rather than individual human beings of autonomy.
- Elizabeth is selected from the orphan peasant group merely due to her âvery fairâ beauty. Thus, it is this âcrown of distinctionâ which affords Elizabeth her subsequent life of happiness in the Frankenstein household. However, beauty for women also induces objectification, as she is âgivenâ to Victor as a âpretty presentâ, and he views her as his âpossessionâ to âprotect, love, and cherishâ.Â
- Safie is also physically beautiful, with a âcountenance of angelic beauty and expressionâ. It is this attractiveness of Safie which affords her marginalised power as a woman. Unlike the creature, who is rejected by the De Laceys because of his âhideous deformityâ, the foreign Safie â[diffuses] happiness amongâ the De Lacey household through her âexoticâ beauty.
Paragraph Three:Â
- Shelleyâs deliberate exclusion of women from romantic and reproductive spheres in Frankenstein condemns the societal oppression of females.
- Frankenstein encompasses an immense focus on male relationships. There exists an almost homosexual âbrotherly affectionâ between Walton and Frankenstein, as Frankenstein can be perceived as the figure fulfilling Waltonâs âbitter⌠want of a friendâ and companion for life; something that would conventionally be found in a wife.Â
- Homosexual undertones are also evident in Frankensteinâs âclosest friendshipâ with Henry Clerval, who he treasures arguably more than Elizabeth. The murder of Frankensteinâs âdearest Henryâ exacts from him âagoniesâ in the form of âstrong convulsionsâ, as he subsequently falls physically ill for two months âon the point of deathâ. In contrast to this, the strangulation of Elizabeth is received by a brief period of mourning, implying that Frankenstein does not require as much time to grieve Elizabeth.Â
- Finally, the male creature and his assumption that a female creature âwill be content with the same fateâ as himself further emphasises male dismissal of female autonomy.Â
Essay Topic 2: âLife, although it may only be awn accumulation of anguish, is dear to me and I will defend it.â How does Shelley use paradox to show the complexity of the human condition?â.
- As the creatureâs education by books teaches him contradictory lessons on human nature, Shelley portrays the acquisition of knowledge as a paradoxical double-edged sword.
- Through intertextual references to the books through which the creature â[studies] human natureâ, Shelley presents the paradoxical characteristics of mankind.Â
- Although The creature is propelled to suicidal thoughts of âdespondency and gloomâ by Goetheâs Sorrows of Werther , the book also reveals his empathy, as he becomes âa listenerâ to the âlofty sentiments and feelingsâ of humanity.Â
- Plutarchâs Lives instils in him the âgreatest ardour for virtue⌠and abhorrence for viceâ; two traits, the creature realises, that simultaneously and paradoxically manifest in society.
- Miltonâs Paradise Lost allows the creature to compares his rejection by Frankenstein with that of Satan by God. This results in his own paradoxical turn in character - as he subsequently declares âever-lasting war against his âaccursed creatorâ, âevil thenceforth [becomes his] goodâ.Â
Paragraph Two:Â
- Shelley purposefully pairs the grotesque physicality of the creature with potent verbal power to showcase his complex humanity.Â
- The creatureâs humanity despite his âphysical deformity allows him to be perceived by the audience as human rather than a âwretch doomed to ignominy and perditionâ.Â
- For De Lacey, the hideous appearance of the creature is eclipsed by his eloquence, which âpersuades [him] that [he] is sincereâ. Shelley portrays through his initial acceptance of the creature that he is a âdaemonâ only in appearance, and thus criticises the âfatal prejudice that clouds [the majority of societyâs] eyesâ.Â
- This idea is furthered as Felixâs perception of the creatureâs âmiserable deformityâ results in a âviolent attackâ upon him. However, the creature abstains from defending himself out of human goodness - despite his capability to tear â[Felix] limb from limbâ, the creature instead showcases his sensitivity.Â
- Thus, the paradoxical antithesis of the creature is the way in which human actions, such as those of Felix, diminish his own humanity and mould him into the monstrous animal his appearance presents him as.Â
Paragraph Three:
- The symbolism of fire and ice in âFrankensteinâ serves as a moral reminder of the paradoxical essence of human ambition.Â
- The motif of fire symbolises the seductive quality of scientific aspiration, as Frankensteinâs âlonging to penetrate the secrets of natureâ is described as literally âwarmingâ his young imagination. Despite being life-giving, fire is also evidently death-dealing, as fifteen-year-old Frankenstein perceives a vicious storm during which lightning causes the destruction of an oak tree into a âblasted stumpâ issuing a âstream of fireâ. As such, the powerfully antithetical nature of fire complicates his ambition, as he muses, âHow strange⌠that the same cause should produce such opposite effects!â.
- In contrast, the motif of ice represents the perils of superfluous ambition. The icy sea of Mont Blanc serves as the backdrop of Frankensteinâs dialogue with his âfilthy creationâ. The creature utilises his familiarity to the icy climate to overpower his âmasterâ; there is a disturbing reversal in roles as the creature forces Frankenstein to follow him into the âeverlasting ices of the northâ, and wishes for him to suffer âthe misery of cold and frost to which [he himself is] impassiveâ.Â
- The paradox of fire and ice in Frankenstein culminates in the creatureâs dramatic announcement of death by fire, surrounded by ice. This acts as a bitter and ironic parody of both Walton's and Frankenstein's dream of the fire, underscoring its tragic fatality. This is emphasised by the creatureâs final words, âI shall ascend my funeral pile triumphantly and exult in the agony of the torturing flames⌠my ashes will be swept into the sea by windsâ.
For more advice on Frankenstein , read Kevin's blog post on How to Nail A Frankenstein Essay.
The Ultimate Guide to VCE Text Response
How To Write A Killer Text Response Study Guide
How to embed quotes in your essay like a boss
How to turn your Text Response essays from average to A+
5 Tips for a mic drop worthy essay conclusion
The Importance of the Introduction
Get our FREE VCEÂ English Text Response mini-guide
Now quite sure how to nail your text response essays? Then download our free mini-guide, where we break down the art of writing the perfect text-response essay into three comprehensive steps. Click below to get your own copy today!
Struggling to answer the essay topic?
Has your teacher ever told you:
"You're not answering the prompt"
"You're going off topic"
Then you're not alone! If you struggle to understand and stay on topic, learn how to answer the prompt every time with our How To Write A Killer Text Response study guide.
Introduction
Not gonna lie, this novel is a bit of a tricky one to introduce. World War II, arguably one of the darkest events of human history, has been the basis of so much writing across so many genres; authors, academics, novelists have all devoted themselves to understanding the tragedies, and make sense of how we managed to do this to one another. Many reflect on the experiences of children and families whose lives were torn apart by the war.
In some ways, Doerr is another author who has attempted this. His novel alludes to the merciless anonymity of death in war, juxtaposes individualism with collective national mindlessness, and seeks out innocence amidst the brutality of war.
What makes this novel difficult to introduce is the way in which Doerr has done this; through the eyes of two children on opposite sides of the war, he explores how both of them struggle with identity, morality and hope, each in their own way. Their storylines converge in the bombing of Saint-Malo, demonstrating that war can be indiscriminate in its victimsâthat is, it does not care if its victims are children or adults, innocent or guilty, French or German. However, their interaction also speaks to the humanity that lies in all of us, no matter how deeply buried.
A very quick history lesson
Fast Five Facts about World War II:
- Lasting 1939-1945, the war was fought between the Axis powers (Germany, Japan and Italy) and the Allies (basically everyone else, but mainly England, France, and later the US). Whilst it was Germany who started the war, the intervention of the US at the end of five long years of fighting ultimately helped the Allies win.
- Various forms of technology were first used, or found new uses, during the war. Aircraft carriers and various planes (fighters, bombers etc.) became more important than ever, while Hitlerâs use of tanks allowed him to take over much of Europe very quickly.
- Other forms of new technology included one of the worldâs first electronic computers that was used to codebreak (stop reading now and watch The Imitation Game if you havenât already! Totally counts as studying, right?), as well as radio and radar, used to communicate and also to detect enemies in the field.
- World War II is also referred to as the Holocaust, the name given to Hitlerâs attempted genocide of the Jewish people. 6 million Jews died in the war, and as many as 15 million others died in total.
- Germanyâs initial conquest of Europe was swift and brutal. Within a month, Poland had already surrendered and within a year, so had France. However, there were also resistance groups all over these countries which sought to undermine the Nazi regime in a number of ways, both big and small.
My best attempt to give a general plot overview of this very long book
Disclaimer: this is a very, very broad overview of the novel and it is absolutely not a substitute for actually reading it (please actually read it).
Chronologically, we start in 1934, five years before the war. Marie-Laure is a French girl who lives with her father Daniel Leblanc, working at the Museum of Natural History in Paris. As she starts to go blind, Daniel teaches her Braille, and makes her wooden models of their neighbourhood to help her navigate. Six years later, the Nazis invade France, and they flee the capital to find Danielâs uncle Etienne, who lives in the seaside town of Saint-Malo; Daniel was also tasked with safeguarding a precious gem, the Sea of Flames, from the Nazis.
In Saint-Malo, Daniel also builds Marie-Laure a model of the town, hiding the gem inside. Meanwhile, she befriends Etienne, who suffers from agoraphobia as a result of the trauma from the First World War. He is charming and very knowledgeable about science, having made a series of scientific radio broadcasts with his brother Henri (who died in WWI). She also befriends his cook, Madame Manec, who participates in the resistance movement right up until she falls ill and dies.
Her father is also arrested (and would ultimately die in prison), and the loss of their loved ones prompts both Etienne and Marie-Laure to begin fighting back. Marie-Laure is also given a key to a grotto by the seaside which is full of molluscs, her favourite kind of animal.
On the other side of the war, Werner is, in 1934, an 8 year-old German boy growing up in an orphanage with his sister Jutta in the small mining town of Zollverein. They discover a radio, which allows them to listen to a broadcast from miles away (it was Henri and Etienneâs), and Werner learns French to try and understand it. One day, he repairs the radio of a Nazi official, who recruits him to the Hitler Youth on account of his ingenuity (and his very blonde hair and very blue eyes, considered to be desirable traits by the regime). Jutta grows increasingly distant from Werner during this time, as she questions the morality of the Nazis.
Werner is trained to be a soldier along with a cohort of other boys, and additionally learns to use radio to locate enemy soldiers. He befriends Frederick, an innocent kid who was only there because his parents were richâFrederick would eventually fall victim to the brutality of the instructors, and Werner tries to quit out of solidarity. Unfortunately, he is sent into the army to apply his training to actual warfare. He fights with Frank Volkheimer, a slightly ambiguous character who a tough and cruel soldier, but also displays a capacity to be kind and gentle (including a fondness for classical music). The war eventually takes them to Saint-Malo.
Also around 1943 or so, a Nazi sergeant, Reinhold von Rumpel, begins to track down the Sea of Flames. He would have been successful ultimately had it not been for Werner, who stops him in order to save Marie Laure.
As America begins to turn the war around, Werner is arrested and dies after stepping on a German landmine; Marie-Laure and Etienne move back to Paris. Marie-Laure eventually becomes a scientist specialising in the study of molluscs and has an extensive family of her own by 2014. Phew.
What kind of questions does Doerr raise through this plot? To some degree, the single central question of the novel is one of humanity, and this manifests in a few different ways.
Firstly, to what extent are we in control of our own choices? Do we truly have free will to behave morally ? The Nazi regime throws a spanner in the works here, as it makes incredibly inhumane demands on its people. Perhaps they fear punishment and have no choiceâWerner, for instance, does go along with everything. At the same time, his own sister manages to demonstrate critical thinking and moral reasoning well beyond her years, and it makes you wonder if there was potential for Werner to be better in this regard. Thereâs also the question of whether or not he redeemed himself in the end.
That being said, Werner is far from the only character who struggles with thisâconsider the perfumer, Claude Levitte, who becomes a Nazi informer, or even ordinary French citizens who simply accept the German takeover. Do they actually have free will to resist, or is it even moral for them to do so?
Hannah Arendt famously coined the phrase âthe banality of evil,â referring to how broader movements of inhumanity (such as the Holocaust) can be compartmentalised until individual actions feel perfectly banal, commonplace and ordinary. This is what allowed people to do evil things without actually feeling or even being inherently evilâthey were just taking orders, after all. Consider the role of free will in this context.
This brings us to the broader âthemeâ of war in general: in particular, what kinds of acts are  suddenly justifiable in war? Etienne and Madame Manec, for instance, even disagree on the morality of resistance, which can frequently involve murder. Etienneâs pacifist stance is a result of the scale of deaths in the previous world war. At the same time, the climactic event of the novel is an allied bombing of Saint-Malo, a French town, just because it had become a German outpost. Risking lives both French and German, this also highlights the ânecessityâ of some inhumane actions in times of war.
On a more optimistic note, a human quality that Doerr explores is our natural curiosity towards science . This is abundant in the childhoods of both protagonists, as Werner demonstrates dexterity with the radio at a very young age, and Marie-Laure a keen interest in marine biology. In particular, her blindness pushes her into avenues of science which she can experience without literal sight, such as the tactile sensations of mollusc shells. The title may hint at thisâfor all the light she cannot see, she seeks enlightenment through knowledge, which in turn gives her hope, optimism and purpose.
At the same time, the human desire to better understand the world can also be used inhumanelyâWerner used radio to learn through Etienne and Henriâs broadcasts, but he would later in life also use it to help his compatriots murder enemy soldiers. This alludes to the banality of evil again; by focusing on his very technical role and his unique understanding of the science behind radios, he is able to blind himself to the bigger picture of the evils he is abetting. Science is something that is so innately human, yet can also be used inhumanely as well.
For these reasons, Iâd suggest humanity is at the heart of the novel. There is a certain cruel randomness to death in war, but just because so many did perish doesnât mean that there arenât human stories worth searching for in the destruction. This is the lens that Doerr brings to the WWII narrative.
Some symbols
To some degree, a lot of these symbols relate to humanity, which Iâve argued is the crux of the novel. Iâll keep this brief so as to not be too repetitive.
One major symbol is the radio , with its potential for good as well as for evil. On one hand, it is undoubtedly used for evil purposes, but it also acts as a source of hope, purpose, conviction and connection in the worst of times. It is what ultimately drives Werner to save Marie-Laure.
Along the same vein, whelks are also a major symbol, particularly for Marie-Laure. While an object of her fascination, they also represent strength for her, as they remain fixed onto rocks and withstand the beaks of birds who try to attack them. In fact, she takes âthe Whelkâ as a code-name for herself while aiding the resistance movement. Itâs also noteworthy that, given the atrocities of war, maybe animals are the only innocent beings left. As Saint-Malo is destroyed and the Sea of Flames discarded, it is the seaside ecosystem that manages to live on, undisturbed. In this sense, the diamond can be seen as a manifestation of human greed, harmless once removed from human society.
Finally, itâs also worth considering the wooden models that Daniel builds for Marie-Laure. They represent his immense love for her, and more broadly the importance of family, but the models also attempt to shrink entire cities into a predictable, easily navigable system. As weâve seen, this is what causes people to lose sight of the forest for the treesâto hone in on details and lose track of the bigger picture around them. The models are an oversimplification of life, and an illusion of certainty, in a time when life was complicated and not at all certain for anyone.
Identity, morality and hopeâthese things pretty much shape what it means to be human. Throughout All the Light We Cannot See though, characters sometimes struggle with all three of them at the same time.
And yet they always manage to find something within themselves, some source of strength, some sense of right and wrong, some humanity in trying times. Doerr explores this capacity amply in this novel, and in this sense his novel is not just another story about WWIIâitâs a story about the things that connect us, always.
Essay prompt breakdown
Transcription
Through the prompt that weâll be looking at today, the main message I wanted to highlight was to always try and look for layers of meaning. This could mean really being across all of the symbols, motifs and poetic elements of a text, and itâs especially important for a novel as literary as this one.
You might not have been particularly happy to find out youâre going to have to study All The Light We Cannot Seeâ it is probably the longest text on the entire text listâbut itâs also a really beautiful, well-written book that deservedly took out the Pulitzer Prize for fiction in 2015.
In this novel, Anthony Doerr tells the World War 2 story through a unique lens, or rather a unique combination of lenses, as he sets a 16-year-old French girl and a 17-year-old German boy on an unlikely path of convergence. Through the dangers and difficulties that they face, Doerrâs novel is one of growth and self-assuredness in a time when this seemed virtually impossible.
The essay topic weâll be looking at today is:
All The Light We Cannot See is a literal title for the novel, in that it exposes the darkness, evil and cruelty of which humans are demonstrably capable. Is this an accurate interpretation?
As usual, letâs define some keywords.
I want to leave âdarknessâ for a little later, but letâs start with âevil and cruelty.â By themselves, they generally just mean immorality or inhumanity, but also keep in mind how they come across in charactersâ actions, since those will be the focus of our analysis. The word âdemonstrablyâ highlights this, since it means that any âevilâ you discuss needs to be demonstrated or proven.
With âdarknessâ, thatâs a bit more of a tricky term because it can mean any number of things. Here, it might be taken to mean bad intentions, corruption or anything like that, because it fits with âevil and crueltyâ. However, this is where the âinterpretationâ aspect of the prompt comes inâan interpretation being a way of explaining meaning, how do you explain the meaning of âdarknessâ in relation to the title? Darkness in this sense could be any number of things.
Now, how should we plan for this topic? Letâs first consider if thereâs any room to challenge, since the prompt seems to only focus on the more negative, pessimistic side of the book. Iâd argue that with darkness, there is also some light in the form of kindness, charity and hope. Â
This all sounds pretty profound, but Iâm just trying to link it back to the bookâs title! I mean, thatâs what the topic is asking about, right?
Letâs break this down into paragraphs.
For our first paragraph, a good starting point might be analysing the literal forms of darkness in the novel, and seeing what other interpretations we can get from those. A character that comes to mind is Marie-Laure, the French girl who cannot see any âlightâ due to her blindness. The title could be seen as an allusion to her character and by extension, the hopelessness that blindness might cause in the midst of a war. We could compare Marie-Laureâs situation with that of Werner, who faces the industrialization of his childhood town, watching it become more and more enveloped in âdarknessâ and as such, hopelessness.
For our next paragraph, we might drill down to deeper levels of interpreting darkness, because itâs often used as a metaphor for inhumanity. It isnât difficult to find inhumanity in the novel. Thereâs plenty of it peppered throughout Wernerâs storyline, particularly at Schulpforta, where the Hitler Youth were âtrainedâ, (to put it lightly). He and his peers are routinely drilled to âdrive the weakness from the corpsâ in humiliating exercises led by cruel instructors. They are also sometimes driven to cruelty towards one another, and Frederick, Wernerâs bunkmate, is relentlessly bullied for his perceived weakness.
So by now, itâs clear that the novel demonstrates the human capacity for experiencing âdarknessâ as well as inflicting it upon others. But, across these two layers of meaning, could there perhaps be some room to challenge these interpretations? This is something we should look at for our final paragraph.
Here, I would probably argue that just as Doerr explores various forms of darkness, there is also enough âlightâ which allows some characters to overcome or escape from the darkness. These manifestations of light also require you to think about the different symbolic layers of the novel. On one level for example, looking at light literally, thereâs the message on Wernerâs radio that teaches us that, even though the brain is sealed in darkness, âthe world it constructsâŚis full of light.â A deeper level of meaning to this may refer to the sense of scientific wonder and discovery which sometimes brings light to Werner, and also Frederick, his bunkmate at Schulpforta, when their lives there are at their most dark.
Consider how, just as darkness has levels of interpretation and symbolism in this book, so does light and hope and joy, rather than just evil and cruelty.
And thatâs it! Always delving deeper for meaning helps you to really make use of the symbols, imagery and motifs in a text, and I hope this novel in particular illustrates that idea.
Finding out that your school has selected to study a Shakespeare play as your section A text can be a pretty daunting prospect. If Iâm honest, I wasnât all too thrilled upon discovering this either...it seemed as though I now not only had to worry about analysing my text, but also understanding what Shakespeare was saying through all of his old-fashioned words.Â
However, letâs not fret - in this post, Iâll share with you some Measure for Measure specific advice and tactics, alongside excerpts of an essay of mine as a reference.Â
Before you start reading, How To Approach Shakespeare: A Guide To Studying Shakespeare is a must read for any student studying Shakespeare.
Historical ContextÂ
Having a basic understanding of the historical context of the play is an integral part of developing your understanding of Measure for Measure (and is explored further in Measure for Measure by William Shakespeare ). For example, for prompts that open with âWhat does Shakespeare suggest aboutâŚ?â or âHow does Measure for Measure reflect Shakespeareâs ideas aboutâŚ?â it can be really helpful to understand Shakespeareâs own position in society and how that influenced his writing.Â
Thereâs no need to memorise certain parts of Shakespeareâs history - as that would serve no purpose - just try to gauge an understanding of what life was like in his time. Through understanding Shakespeareâs position in society, we are able to infer his stances on various characters/ideologies in the play.Â
- Measure for Measure is often regarded as an anti-Puritan satire. Although Shakespeareâs religion has been a subject of much debate and research, with many theories about his faith being brought forward, many believe that he was a secret Catholic. He is believed to be a â secretâ Catholic, as he lived during the rise of the Puritans - those who wished to reform the Church of England and create more of a focus on Protestant teachings, as opposed to Catholic teachings. It was often difficult for Catholics to practice their faith at this time.Â
- Angelo and Isabella - particularly Angelo, are believed to embody puritanism, as shown through their excessive piety. By revealing Angelo to be âyet a devil,â though âangel on the outward side,â Shakespeare critiques Puritans, perhaps branding them as hypocritical or even unhuman; those ânot born of man and woman.â Thus, we can assume that Shakespeare would take a similar stance to most of us - that Angelo wasnât the greatest guy and that his excessive, unnatural and puritanical nature was more of a flaw than a virtue.Â
Tips for Moving Past the Generic Examples/Evidence Found in the PlayÂ
Itâs important to try and stand out with your examples in your body paragraphs. If youâre writing the same, simple ideas as everyone else, it will be hard for VCAA assessors to reward you for that. Your ideas are the most important part of your essay because they show how well youâve understood and analysed the text - which is what they are asking from you, itâs called an âanalytical interpretation of a text,â not âhow many big words can you write in this essay.â You can stand out in Measure for Measure by:Â
1. Taking Note of Stage Directions and Structure of Speech
Many students tend to simply focus on the dialogue in the play, but stage directions can tell you so much about what Shakespeare was really trying to illustrate in his characters.Â
- For example, in his monologue, I would often reference how Angelo is alone on stage, appearing at his most uninhibited, with his self-interrogation revealing his internal struggle over his newfound lust for Isabella. I would also reference how Shakespeareâs choice of syntax and structure of speech reveal Angeloâs moral turmoil as he repetitively asks himself âwhatâs this?â indicating his confusion and disgust for his feelings which âunshapesâ him.Â
- Isabella is shown to â[kneel]â by Mariana at the conclusion of the play, in order to ask for Angeloâs forgiveness. This detail is one that is easily missed, but it is an important one, as it is an obvious reference to Christianity, and symbolises Isabellaâs return to her âgentle and fairâ and âsaintâ like nature.Â
2. Drawing Connections Between Characters - Analyse Their Similarities and Differences.Â
Drawing these connections can be a useful way to incorporate other characters not necessarily mentioned in your prompt. For example, in my own English exam last year, I chose the prompt â ...Power corrupts both Angelo and the Duke. Do you agree? â and tried to pair Angelo and Isabella, in order to incorporate another character into my essay (so that my entire essay wasnât just about two characters).
- A favourite pair of mine to analyse together was Angelo and Isabella. Although at first glance they seem quite different, when you read into the text a little deeper you can find many similarities. For example, while Angelo lives alone in his garden, âsuccumbed by brick,â requiring âtwo keysâ to enter, ânun,â Isabella, wishes to join the nuns of Saint Clare where she âmust not speak with menâ or âshow [her] face.â Shakespeareâs depiction of the two, stresses their seclusion, piety and restriction from the âviceâ plaguing Vienna. Whatâs important about this point is that you can alter your wording of it to fit various points that you may make. For example, you could use this example to prove to your assessor how Isabellaâs alignment with Angelo signals Shakespeareâs condemnation of her excessive puritanical nature (as I did in my body paragraph below) or, you could use these same points to argue how Angelo was once indeed a virtuous man who was similar to the âsaintâ Isabella, and that it was the power that corrupted him (as you could argue in the 2019 prompt).Â
- Another great pair is the Duke and Angelo. Although they certainly are different in many ways, an interesting argument that I used frequently, was that they both were selfish characters who abused their power as men and as leaders in a patriarchal society. It is obvious where Angelo did this - through his cruel bribery of Isabella to âlay down the treasures of [her] body,â however the Dukeâs behaviour is more subtle. The Dukeâs proposal to Isabella at the conclusion of the play, as he asks her to âgive [him her] hand,â in marriage, coincides with the revelation that Claudio is indeed alive. It appears that the Duke has orchestrated the timing of his proposal to most forcefully secure Isabella and in this sense, his abuse of power can be likened to Angeloâs âdevilishâ bribery. This is as, through Shakespeareâs depiction of Isabella, it is evident that she has little interest in marriage; she simply wishes to join a convent where she âmust not speak with men,â as she lives a life of âstrict restraint.â The Duke is aware of this, yet he demands Isabella to âbe [his]â-Â wishing to take her from her true desire and Shakespeare is able to elucidate Isabellaâs distaste through her response to this: silence. By contrasting Isabellaâs once powerful voice - her âspeechless dialectâ that can âmove menâ - with her silence in response to the Dukeâs proposal, Shakespeare is able to convey the depth of the Dukeâs selfishness and thus his similarity to Angelo.
We've got a character list for you in Measure for Measure by William Shakespeare (just scroll down to the Character section).
Whatâs important to realise about these bits of evidence is that you can use them in so many different prompts, provided that you tailor your wording to best answer the topic. For example, you could try fitting at least one of the above examples in these prompts:Â
- âGive me your hand and say you will be mineâŚâ The characters in â Measure for Measureâ are more interested in taking than giving. Discuss.Â
- âMore than our brother is our chastity.' Explore how Shakespeare presents Isabella's attitude to chastity throughout Measure for Measure .
- âI have seen corruption boil âŚ' To what extent does Shakespeare explore corruption in Measure for Measure , and by what means?Â
- âMeasure or Measure presents a society in which women are denied power.â Discuss.
How To Kick Start Your Essay with a Smashing Introduction
Thereâs no set way on how to write an introduction. Lots of people write them in many different ways and these can all do well! This is the best part about English - you donât have to be writing like the person sitting next to you in order to get a good mark. I personally preferred writing short and sweet introductions, just because they were quick to write and easy to understand.Â
For example, for the prompt...
â...women are frail too.âÂ
To what extent does âMeasure for Measureâ examine the flaws of Isabella?Â
...my topic sentences were...
- Isabella is depicted as a moral, virtuous and pious woman, but it is this aspect of her nature that paradoxically aligns her with the âtyrannousâ Angelo.Â
- Shakespeare explores the hypocrisy and corruption of Isabella as a flaw, as she deviates from her initially âgentle and fairâ nature.
- Despite exploring Isabellaâs flaws to a large degree, Shakespeare does indeed present her redemption at the denouement of the play.Â
...and my introduction was:Â
William Shakespeareâs play, âMeasure for Measureâ depicts a seventeenth century Viennese society in which disease, misconduct and licentiousness are rife. It is upon a backdrop of such ordeals that Shakespeare presents the character of Isabella, who is initially depicted as of stark contrast to the libertine populate of Vienna. To a considerable extent, âMeasure for Measureâ does indeed examine the flaws of the âgentle and fairâ Isabella, but Shakespeare suggests that perhaps she is not âsaintâ nor âdevil,â rather that she is a human with her own flaws and with her own redeeming qualities.Â
Instead of rewording my topic sentences, I touched on them more vaguely, because I knew that I wouldnât get any âextraâ points for repeating them twice, essentially. However, if you feel more confident in touching on your topic sentences more specifically - go ahead!! There are so many different ways to write an introduction! Do what works for you!Â
Body ParagraphsÂ
This body paragraph included my pairing between Angelo and Isabella. My advice would be to continue to incorporate the language used in the prompt. In this paragraph, you can see me use the word âflawâ quite a bit, just in order to ensure that Iâm actually answering the prompt , not a prompt that I have studied before.Â
Isabella is depicted as a moral, virtuous and pious woman, but it is this aspect of her nature that paradoxically aligns her with the âtyrannousâ Angelo. Where Angelo is âof ample grace and honour,â Isabella is âgentle and fair.â Where Angelo believes in âstricture and firm abstinence,â Isabella too believes that âmost desire should meet the full blow of justice.â This similarity is enhanced by their seclusion from the lecherous society in which they reside. Angelo lives alone in his garden, âsuccumbed by brick,â requiring âtwo keysâ to enter, whilst Isabella desires the life of a nun where she âmust not speak with menâ or âshow [her] face.â This depiction of both Angelo and Isabella stresses their seclusion, piety and restriction from the âviceâ that the libertine populate is drunk from. However, Shakespeareâs revelation that Angelo is âyet a devilâ though âangel on the outward side,â is perhaps Shakespeareâs commentary on absolute stricture being yet a facade, a flaw even. Shakespeare presents Isabellaâs chastity and piety as synonymous with her identity, which ultimately leaves her unable to differentiate between the two, as she states that she would âthrow down [her] life,â for Claudio, yet maintains that âmore than our brother is our chastity.â Though virtuous in a sense, she is cruel in another. Although at first glance, Shakespeareâs depiction of Isabellaâs excessive puritanical nature appears to be her virtue, by aligning her with the âdevilâ that is Angelo, it appears that this is indeed her flaw.Â
Conclude Your Essay by Dazzling Your Assessor! Â
My main tip for a conclusion is to finish it off with a confident commentary of the entire piece and what you think that the author was trying to convey through their words (in relation to the topic). For example, in pretty much all of my essays, I would conclude with a sentence that referenced the entire play -Â for example, how it appeared to be such a polarising play, with largely exaggerated, polarising characters/settings (eg. Angelo and the Duke, or the brothels that stood tall next to the monastery):Â
Ultimately, Shakespeareâs play âMeasure for Measure,â depicts Isabella as a multifaceted character. She is not simply one thing - not simply good nor bad -Â her characterâs depiction continues to oscillate between the polar ends of the spectrum. Although yes, she does have flaws, so too does she have redeeming qualities. Though at times deceitful and hypocritical, she too is forgiving and gentle. Thus, as Shakespeareâs play, âMeasure for Measure,â does centre on polarising characters in a polarising setting, perhaps through his exploration of Isabellaâs flaws alongside her virtues, he suggests that both the good and the bad inhabit us.
Measure for Measure is usually studied in the Australian curriculum under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response .
- Historical Context
- Cinematography
- Key Symbols
Rear Window is usually studied in the Australian curriculum under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response .
When most people think of Hitchcock, itâs the screeching violins from Psycho  that first come to mind. Whilst he is indeed known for his hair-curling thrillers, Rear Window  is a slightly subtler film which focuses not on a murderer at large, but rather a crippled photographer who never even leaves his apartment.
Our protagonist L.B. âJeffâ Jefferies is portrayed by James Stewart, who was known at the time for portraying cowboys in various Western films as well as starring in an earlier Hitchcock film Rope . After breaking his leg after a racing accident, Jeff begins to spy on his neighbours, one of whom he suspects of having committed a murder.
Despite some initial misgivings, his insurance nurse Stella (Thelma Ritter) and lover Lisa (Grace Kelly) also come to share his suspicions and participate in his spying. Their contributions ultimately allow the mystery to be solved.
Intertwined with this mystery is also the rather complex story of Jeff and Lisaâs relationship. Jeff on one hand resembles the âmachoâ men of action whom Stewart is very accustomed to playing. On the other hand, Kelly portrays a character much like herself, a refined and elegant urbanite whose lifestyle inherently clashes with that of an action photographer.
Hitchcock ultimately resolves both of these storylines in the filmâs denouement.
2. Historial Context
Before getting into the nitty-gritty of the film, it is crucial to understand a bit about its historical context. As with any other text, the social conditions at the time of Rear Window âs release in 1954 inform and shape the interactions and events of the film.
Released in the post-war period , the film is undoubtedly characterised by the interpersonal suspicion which defined the era. In particular, there was a real fear in America of Communist influences and Soviet espionage - so much so that a tribunal was established, supposedly to weed out Communists despite a general lack of evidence. This practice of making accusations without such evidence is now known as the McCarthyism, named after the senator behind the tribunal.
The film undoubtedly carries undertones of this, particularly in Jeffâs disregard for his neighboursâ privacy and his unparalleled ability to jump to conclusions about them. During this era, people really did fear one another, since the threat of Communism felt so widespread. Jeffâs exaggerated interpretations of his neighboursâ actions lead him to an irrational sense of suspicion, which is in many way the basis of the entire film.
At the same time, the 1950s saw a boom in photojournalism  as a legitimate profession. To some extent, this was fuelled by the heyday of Life  magazine (an American weekly, as well-known then as Time  magazine is today). This publication was almost entirely photojournalistic, and one of their war photojournalists, Robert Capa, is actually the basis of Jeffâs character. This explains the prevalence of cameras in his life, as well as his ability to emotionally distance himself from those whom he observes through the lens.
Another crucial historical element is the institution of marriage , and how important it was to people during the 1950s. It was an aspiration which everyone was expected to have, and this is reflected statistically - only 9.3% of homes then had single occupants (as opposed to around 25% today). People also tended to marry at a younger age, generally in their early 20s.
Conversely, divorce was highly frowned upon, and once you were married, you would in general remain married for the rest of your life. In particular, divorced women suffered massive financial difficulties, since men, as breadwinners, held higher-paying jobs, and women were only employed in traditionally female roles (e.g. secretaries, nurses, teachers, librarians). Seen in this light, we can understand Lisaâs overwhelming desire to marry and settle down with Jeff. The importance of marriage is also evident in the lives of Jeffâs neighbours; Miss Torsoâs 'juggling [of the] wolves', and Miss Lonelyheartâs depression both reflect this idea.
Combining a basic understanding of the filmâs plot, as well as our knowledge of its history, we can begin to analyse some of the themes that emerge.
Possibly the central tenet of the film is the big question of privacy . Even in todayâs society, the sanctity of privacy is an important concept; every individual has a right to make their own choices without having to disclose, explain or justify all of them. The character of Doyle says almost these exact words:Â
'Thatâs a secret and private world youâre looking into out there. People do a lot of things in private that they couldnât possibly explain in public'
The tension that Hitchcock draws upon is this other idea of public responsibility, or civic duty - that is, the need to uphold the peace and protect oneâs fellow citizens from harm. These ideas clash in Rear Window , as fulfilling this civic responsibility (which for Jeff means privately investigating Thorwald) means that Thorwaldâs right to privacy gets totally thrown out the window. So to speak.
Evidently, this is a major moral dilemma . If you suspect that someone has committed murder, does this give you the right to disregard their privacy and surveil them in this way? While the film doesnât give a definite answer (and you wonât be required to give a definite answer), Hitchcock undoubtedly explores the complexity of this question. Even Jeff has misgivings about what heâs seeing:Â
 'Do you suppose itâs ethical to watch a man with binoculars, and a long-focus lensâuntil you can see the freckles on the back of his neck, and almost read his mail? Do you suppose itâs ethical even if you prove he didnât commit a crime?'
In some ways, the audience is also positioned to reflect on this question, and in particular, reflect on the paranoia that characterised and defined the McCarthy era.
Somewhat separate to these questions is the romance  between Jeff and Lisa, since Hitchcock seems to keep the thriller storyline and the romance storyline separate for a large part of the film. Their contrasting lifestyles and world views present a major obstacle in the fulfilment of their romance, and the murder mystery both distracts and unites them. Hitchcock further alludes to the question of whether marriage will be able to settle those differences after all - a major example is the following scene, in which Lisa not only reveals her discovery of Mrs Thorwaldâs ring, but also expresses a desire for Jeff to âput a ring on itâ as well:
4. Cinematography
Itâs impossible to study a Hitchcock film without considering how he impacted and manipulated its storytelling. The cinematographic techniques employed in Rear Window  are important ways of shaping our understanding of the film, and Hitchcock uses a wide array of visual cues to communicate certain messages.
Lighting  is one such cue that he uses a lot - it is said that at certain points in filming, he had used every single light owned by the studio in which this film was shot. In this film, lighting is used to reveal things: when the lights are on in any given apartment, Jeff is able to peer inside and watch through the window (almost resembling a little TV screen; Jeff is also able to channel surf through the various apartments - Hitchcock uses panning to show this).
On the contrary, a lack of lighting is also used to hide things, and we see Thorwald utilise this at many stages in the film. Jeff also takes advantage of this, as he often sits in a position where he is very close to being in the shadows himself; if he feels the need, he is able to retreat such that he is fully enshrouded. Low-key lighting in these scenes also contributes to an overall sense of drama and tension.
Another handy visual cue is the cross-cut , which is an example of the Kuleshov effect . The Kuleshov effect is an editing technique whereby a sequence of two shots is used to convey information more effectively than just a single shot. Specifically, the cross-cut shifts from a shot of a person to a second shot of something that this person is watching.
We see this often, particularly when Jeff is responding to events in the courtyard; Hitchcock uses this cross-cut to immediately show us what has caused Jeffâs response. This visual cue indicates to viewers that we are seeing what Jeff is seeing, and is one of the few ways that Hitchcock helps audiences assume Jeffâs point-of-view in key moments.
Similarly, Hitchcock also uses photographic vignetting  to merge our perspectives with Jeffâs - in certain shots, we see a fade in clarity and colour towards the sides of a frame, and this can look like a circular shadow, indicating to us that we are seeing something through a telescope or a long-focus lens.
Interestingly, a vignette is also a short, descriptive scene that focuses on a certain character and/or idea to provide us with insights about them - in this sense, itâs also possible to say that Jeff watches vignettes of his neighbours. Since this word has two meanings, you must be careful about which meaning youâre referring to.
By the way, to download a PDF version of this blog for printing or offline use, click here !
5. Key Symbols
As with any other text, itâs important to consider some of the key symbols that Hitchcock draws upon in order to tell his story. That being said, one of the benefits of studying a film is that these symbols tend to be quite visual - you are able to see these recurring images and this may make them easier to spot. Weâll be going through some of these key images in the final part of this guide.
One of the first symbols we see is Jeffâs broken leg , which is propped up and completely covered by a cast, useless for the time being. Because he has been rendered immobile by his leg, readers can infer from this symbol that he is also incapable of working or even leaving his apartment, let alone solving a murder mystery. The broken leg is in this sense a symbol of his powerlessness and the source of much of his discontent.
Another interpretation of the broken leg however, is that it represents his impotence which on one hand is synonymous for powerlessness or helplessness, but is on the other hand an allusion to his apparent inability to feel sexual desire. Being constantly distracted from Lisa by other goings-on in the courtyard definitely supports this theory. All in all, Jeffâs broken leg represents some compromise of his manhood, both in the sense that he cannot work in the way that a man would have been expected to, but also in the sense that he is unable to feel any attraction towards Lisa, even as she tries her best to seduce him.
Conversely, Jeffâs long-focus camera lens  is a symbol of his passive male gaze, which is more or less the only thing he can do in his condition. It is the main means through which he observes other people, and thus, it also symbolises his voyeuristic tendencies - just as his broken leg traps and inhibits him, his camera lens transports him out of his own apartment and allows him to project his own fears and insecurities into the apartments of his neighbours, watching them for entertainment, for visual pleasure.
In this latter sense, the camera lens can also be understood as a phallic symbol, an erection of sorts. It highlights Jeffâs perverted nature, and the pleasure he derives from the act of observing others. Yikes.
On the other hand, Lisaâs dresses  underscore the more positive parts of her character. Her initial wardrobe represents her elegance and refinery whilst also communicating a degree of incompatibility with Jeff. However, as she changes and compromises throughout the film, her wardrobe also becomes much more practical and much less ostentatious as the film wears on, until she is finally wearing a smart blouse, jeans and a pair of loafers. The change in her wardrobe reflects changes in her character as well.
Finally, the wedding ring of Mrs Thorwald  is hugely significant; wedding rings in general represent marriage and commitment, and are still very important symbols that people still wear today. Specifically, Mrs Thorwaldâs ring means a couple of things in the context of the film - it is firstly a crucial piece of evidence (because if Mrs Thorwald was still alive, she would probably still be wearing it) and it is also a symbol through which Lisa can express a desire for stability, commitment and for herself to be married.
Thereâs definitely plenty to talk about with Hitchcockâs Rear Window , and I hope these points of consideration help you tackle this film!
Test your film technique knowledge with the video below:
Ready to start writing on Rear Window ? Watch the Rear Window Essay Topic Breakdown:
6. Sample Essay Topics
- In Rear Window , Hitchcock suggests that everybody can be guilty of voyeurism. Do you agree?
- Jeffâs attempts to pursue justice are entirely without honour. To what extent is this true?
- In the society presented in Rear Window , Jeff has more power and agency than Lisa in spite of his injury. Do you agree?
- Discuss how the opening sequence sets up later themes and events in Rear Window .
- 'Of course, they can do the same thing to me, watch me like a bug under glass if they want to.' Hitchcockâs Rear Window argues that it is human nature to be suspicious. To what extent do you agree?
- Explore the role of Jeffâs courtyard neighbours in the narrative of Rear Window .
- Jeff and Lisaâs roles in Rear Window , as well as that which they witness, reflect the broader societal tensions between the sexes of the time. Discuss.
- 'Iâm not much on rear window ethics.' The sanctity of domestic privacy supersedes the importance of public responsibility. Is this the message of Rear Window ?
- Marriage lies at the heart of Alfred Hitchcockâs Rear Window . Discuss.
- Hitchcockâs Rear Window explores and ultimately condemns the spectacle made of human suffering. Is this an accurate reflection of the film?
- Rear Window argues that it is more important to be right than to be ethical. Do you agree?
- 'To see you is to love you.' What warnings and messages regarding attraction are offered by Hitchcockâs Rear Window ?
- In Rear Window , women are merely objects of a sexist male gaze. To what extent do you agree?
- In what ways do Hitchcockâs cinematic techniques enhance his storytelling in Rear Window ?
- 'When theyâre in trouble, itâs always their Girl Friday that gets them out of it.' Is Lisa the true heroine of Rear Window ?
Now it's your turn to give these essay topics a go! In our ebook A Killer Text Guide: Rear Window , we've take 5 of these essay topics and show you our analysis, brainstorm and plan for each individual topic. We then write up full A+ essays - all annotated - so that you know exactly what you need to do to replicate a 50 study scorer's success!.
7. Essay Topic Breakdown
Whenever you get a new essay topic, you can use LSGâs THINK and EXECUTE strategy - a technique to help you write better VCE essays. This essay topic breakdown will focus on the THINK part of the strategy. If youâre unfamiliar with this strategy, then check it out in How To Write A Killer Text Response because itâll dramatically enhance how much you can take away from the following essays and more importantly, your ability to apply this strategy in your own writing.
Within the THINK strategy, we have 3 steps, or ABC. These ABC components are:
Step 1: A nalyse
Step 2: B rainstorm
Step 3: C reate a Plan
Film technique-based prompt:
Hitchcockâs use of film techniques offers an unnerving viewing experience . Discuss.
Step 1: Analyse
While we should use film techniques as part of our evidence repertoire in each essay, this particular type of essay prompt literally begs for it. As such, Iâd ensure that my essay has a greater focus on film techniques (without concerning myself too much over inclusion of quotes; the film techniques will act as a replacement for the quotes).
Step 2: Brainstorm
Since the essay prompt is rather open-ended, it is up to us to decide which central themes and ideas weâd like to focus on. By narrowing down the discussion possibilities ourselves, weâll 1) make our lives easier by removing the pressure to write about everything , and 2) offer teachers and examiners a more linear and straightforward approach that will make it easier for them to follow (and give you better marks!).
The âunnerving viewing experienceâ is present throughout the entire film, so my approach will be to divide up each paragraph into start of the film, middle of the film and end of the film discussions. This will help with my essayâs coherence (how well the ideas come together), and flow (how well the ideas logically progress from one to another).
Step 3: Create a Plan
Contention: Through a diverse range of film techniques, Hitchcock instils fear and apprehension into the audience of Rear Window .
P1: The opening sequence of Rear Window employs various film techniques to immediately establish underlying tension in its setting.
P2: Through employing the Kuleshov effect in the strategically cut scene of Miss Lonelyheartsâ attempted suicide, Hitchcock adds to the suspenseful tone of the film by developing a guilty voyeur within each viewer.
P3: In tandem with this, Hitchcock ultimately adds to the anxiety of the audience by employing lighting and cross-cutting techniques in the climax scene of the plot, in which an infuriated Thorwald attempts to enter Jeffâs apartment.
If you find this helpful, then you might want to check out our A Killer Text Guide: Rear Window ebook, which has all the information and resources you need to succeed in your exam, with detailed summaries and background information, as well as a detailed analysis of all five essay prompts!
8. Resources
Download a PDF version of this blog for printing or offline use
How To Write a Rear Window Film Analysis
Rear Window: How Does Its Message Remain Relevant Today?
How To Write A Killer Text Response (ebook)
How To Embed Quotes in Your Essay Like a Boss
How To Turn Text Response Essays From Average to A+
5 Tips for a Mic-Drop Worthy Essay Conclusion
We've curated essay prompts based off our The Golden Age Study Guide which explores themes, characters, and quotes.
Before getting started on your own essay writing using our essay topics, feel free to watch the video below where Lisa brainstorms and breaks down the topic:
"The Golden Age is primarily a tragic tale of isolation. Discuss"
If you're looking for more support, including a sample The Golden Age essay, Vindhya (English study score of 46) offers her take on how to write an essay in Dissecting an A+ Essay .
LSG-curated The Golden Age essay topics
1. âBeing close made them stronger.â In The Golden Age , adversities are tempered by camaraderie. Do you agree?
2. Despite the grim context, The Golden Age highlights and celebrates the potential of life. Discuss.
3. Memories of past successes and failures have significant lingering effects on characters in The Golden Age . Is this an accurate assessment?
4. â[I would be] a fox, following a Palomino.â How do animals such as these contribute symbolically to The Golden Age ?
5. It is largely loneliness which defines the struggles of the children in The Golden Age . Discuss.
6. In what ways is The Golden Age a novel of displacement?
7. Fear of the unknown is something which permeates The Golden Age . Is this true?
8. What is the role of family in Joan Londonâs The Golden Age ?
9. Isolation in The Golden Age exists in many oppressive forms. Discuss.
10. Throughout The Golden Age , London draws attention to beauty rather than to suffering. Discuss.
11. In spite of their youth, it is the children of The Golden Age who understand best what it means to be an individual in the world. Do you agree?
12. How do characters from The Golden Age learn, grow and mature as the novel takes its course?
13. Due to the range of different onset stories, each of the children and their families in The Golden Age face a different struggle with their identity. Discuss.
14. âHome. She hadnât called Hungary that for years.â In spite of all their struggle, the Golds never truly feel any sense of belonging in Australia. To what extent do you agree?
15. Explore the factors which drive Joan Londonâs characters to persevere.
The Golden Age is usually studied in the Australian curriculum under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response .
1. Summary 2. Historical Context 3. Character Analysis 4. Theme Analysis 5. Sample Essay Topics 6. Essay Topic BreakdownÂ
Year of Wonders is usually studied in the Australian curriculum Area of Study 1 - Reading and Comparing. For a detailed guide on Comparative, check out our Ultimate Guide to VCE Comparative . Â
However, Year of Wonders may also be studied in Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response .Â
Year of Wonders is set in the small English village of Eyam in 1665, as the town struggles through a deadly outbreak of the bubonic plague. While the characters and events are fictional, author Geraldine Brooks based the novel on the true story of Eyam, whose inhabitants, at the urging of their vicar, courageously decided to quarantine themselves to restrict the spread of the contagion and protect other rural townships.Â
The experience of the plague provides Brooks fertile ground to develop characters that illustrate the extremes of human nature ; displaying the dignity or depravity, self-sacrifice or self-interest that people are capable of when faced with terror, pain and the unknown . She explores the consequences of a catastrophe on an isolated, insular and deeply religious community and we see characters exhibit tireless dedication and heroism, or succumb to depression, exploitation and sometimes murderous depravity.Â
The novel illustrates that adversity can bring out the best and worst of people and that faith can be challenged and eroded. The novel explores how crises affect human behaviour, beliefs and values and reveal the real character of a community under pressure. Our job while studying this text is to consider how all the different responses to an external crisis contribute to an analysis of human nature .Â
2. Historical Context
Year of Wonders belongs to the genre of historical fiction (meaning it is fictional but based on historical events) and aims to capture and present the historical context accurately. The context of Year of Wonders is important to understand as it informs a lot of the division and instability in Eyam during the isolation and crisis of the plague (we explain in more detail why context is so important in Context and Authorial Intent in VCE English ).Â
In 1658, only 7 years before the novel opens, Puritan statesmen Oliver Cromwell (who defeated King Charles I in the English Civil War and ruled as Lord Protector of the British Isles from 1653) died and Charles II, heir to the throne, returned from exile to rule England as King. Charles II replaced Cromwellâs rigid puritanism with the more relaxed Anglicanism and his reign began the dynamic period known as the Restoration. During the civil war and Cromwellâs rule, all the past certainties â the monarchy and the Church â had been repeatedly challenged and overturned. This all happened during the lifetime of the Eyam villagers presented in the novel and the recent religious upheaval in Britain was beginning to influence the conservative and puritan congregation of Eyam as the old puritan rector was replaced with Anglican vicar Michael Mompellion. The tension between the puritans and Anglicans is evident early in the novel and is exacerbated by the arrival of the plague, causing further internal fission. Â
The 17th century also marked the beginning of modern medicine and the Age of Enlightenment. During the Enlightenment, people began to privilege reason and sensory evidence from the material world over biblical orthodoxy as the primary sources of knowledge. The Enlightenment advanced ideals such as progress, liberty, tolerance, egalitarianism and the scientific method. These values are reflected in the liberal characters of Anna, Elinor, Mem and Anys Gowdie, and to an extent, Michael Mompellion. However, we also see the limited reaches of the Enlightenment in characters who succumb to superstition or self-flagellation when the plague arrives. This was a time when religious faith was frequently challenged and redefined .Â
3. Character Analysis
The novel is narrated in the first person by protagonist Anna Frith . Anna, a young widow, mother and housemaid, becomes the townâs nurse and midwife during the plague alongside her employer and friend Elinor Mompellion. Anna is a compelling protagonist and narrator because she is part of the ordinary, working-class life of the village, but also has access to the gentry in her work for the Mompellions, meaning readers can see how the plague affected all social groups.Â
At the beginning of the novel, Anna is in many ways very conventional. Aside from her intelligence and desire to learn, evidenced by her interest and quick proficiency in learning to read, Anna married young, is a dedicated mother, had an incomplete education and never thought to question the townâs orthodox religious beliefs. However, it is revealed early that she has progressive views on class and morality and as the novel progresses, the extraordinary circumstances of the plague evoke in her heroism and courage. Brooks notes, Anna 'shrugs off the social and religious mores that would keep a weaker woman in her place'. During the plague, Anna becomes the villageâs voice of reason and an indispensable figure due to her expanding medical knowledge, tenacity, resourcefulness and tireless generosity.Â
Michael Mompellion
Michael Mompellion is Eyamâs Anglican preacher, having been appointed three years earlier after Charles II returned to England and replaced Puritan clergies. Generally, Mompellion is altruistic and open-minded : softening strict class divisions, combatting superstition and embracing a scientific approach to the plague. When the plague arrives, the local gentry (the Bradfords) flee and due to his charisma and position in the Church, he becomes the townâs unofficial leader. Mompellion persuades the townspeople to go into self-imposed quarantine to prevent the spread of the plague. His personal charisma, powerful rhetoric and indefatigable dedication to his work mean he can motivate and inspire his parishioners. Â
Mompellionâs unwavering commitment to his beliefs makes him a good leader, but we also see that his single-minded religious zeal can lead to harsh irrationality and hypocrisy. While progressive on issues such as class divisions, Mompellion is conservative â bordering on fanatic â when it comes to female sexuality . When his beloved wife Elinor dies, it is revealed that Mompellion denied her sexual intimacy for their entire marriage to punish her for the premarital affair and abortion she had as a teenager. Mompellion realises upon Elinorâs death that he extended forgiveness and understanding to all but his wife and, recognising his own hypocrisy and cruelty , he suffers a breakdown and loses much of his religious faith . Through Annaâs eyes, we see Mompellion shift from a character of moral infallibility, to a flawed and inconsistent man of a more ambiguous character .Â
Elinor Mompellion
Elinor is Mompellionâs wife and Annaâs employer and teacher. By the end of the novel, Anna and Elinor are confidantes and friends and their friendship arguably forms one of the strongest emotional cores of the novel, sustaining both women through enormous strain and hardship. Elinor teaches Anna to read and seems not to notice or care about their different social strata, treating everyone equally . Elinor came from a very wealthy family and initially had little practical knowledge of the hardships and necessities of life. During the plague, she confronts pain, suffering and true sacrifice. Because of her beauty, fragility and generosity, the whole town â and especially Anna â view her as a paragon of virtue and the embodiment of innocence. However, Elinor reveals that as a teenager she had a premarital relationship that resulted in an illegitimate pregnancy which she ended through abortion. Elinor considers herself to be permanently marked by sin and is plagued by the guilt of her adolescent mistakes, but her commitment to atone through service and working to help others is admirable.Â
Anys and Mem Gowdie
Anys and her aunt Mem are the townâs healers and midwives. Both women live on the margins of society , as their knowledge of herbal medicines and power to heal certain ailments causes fear and suspicion . Additionally, Anys further alienates the villagers by having conspicuous affairs with married village men. Anna admires Anysâ herbal knowledge and healing skill and her autonomy and unashamed sexuality , which were rare for women at the time. When the plague breaks out, Anys and Mem are murdered by a mob of hysterical townspeople , who believe they are witches responsible for the plague. This episode shows the power and acute danger of superstition and hysteria .Â
Josiah and Aphra Bont
Josiah 'Joss' Bont is Annaâs estranged father and Aphra is Annaâs stepmother. Brooks depicts them as unsympathetic and unforgivable , if understandable, villains as they both seek to profit off the heavy misfortune of others. Joss abused Anna greatly throughout her childhood, and while she manages to forgive him due to the suffering of his own youth, when he cruelly exploits villagers in his position as gravedigger, Anna finds his actions irredeemable. As gravedigger, Joss charged exorbitant fees from desperate people to bury their dead, regularly stole from the beleaguered families and attempted to bury a wealthy plague sufferer alive to loot his home.Â
Aphra is similarly amoral and greedy. Although her love for her children is shown to be strong, she capitalises on the fear and superstition of her neighbours by selling fake charms while pretending to be Anys Gowdieâs ghost. After the death of her husband and children, Aphra becomes completely deranged, dismembering and refusing to bury the rotting corpses of her children and eventually murdering Elinor. Aphraâs fate and actions show how prolonged catastrophe and suffering can totally erode an individualâs sanity .Â
The Bradford Family
The Bradford family are arrogant and pretentious. When the plague arrived in Eyam they also proved themselves self-serving and opportunistic , exploiting their wealth and status as part of the gentry to flee Eyam instead of enduring the quarantine with the rest of the village. They provide a foil to the Mompellions , who are of similar status and are newcomers to Eyam with fewer historical ties and thus expectations of loyalty. The two upper-class families provide directly opposite responses to the crisis, with Brooks clearly condemning the cowardice and selfishness exhibited by the Bradfords. Â
Social Convention and Human Nature in a Crisis
Perhaps the most significant theme or exploration of the novel is what happens to an individualâs character and community norms in a crisis . Year of Wonders depicts a small and isolated community that experiences intense adversity from the plague and, because of their self-imposed quarantine, are additionally isolated from the stabilising forces of broader society. These factors cause the people of Eyam to increasingly abandon their social conventions and descend into chaos and Brooks raises the question of whether people can live harmoniously without a strong social code. She suggests that societal cohesion is the result of social pressure rather than innate to our nature. The social norms and protocols of Eyam collapse under the pressure of the plague, allowing discerning observers like Anna to explore the validity and value of her societyâs fundamental values . Eyamâs experience of the plague demonstrates that some norms, like the limited role of women and the strict class divisions , do not need to be so repressive, while other norms and social virtues, like the rule of law and justice , are proved even more essential for their absence as order and civility disintegrate.Â
Brooks also explores the response of individuals to extreme and enduring adversity and questions whether crises reveal someoneâs true nature or instead force them to act out of character .Â
Anna and Elinor are examples of characters who respond to the crisis of the plague, amongst other real hardships, with a steadfast commitment to their principles. Their innate charity and work ethic are only strengthened and bolstered by the demands of the plague . However, not all residents of Eyam respond to the plague with courage and decency. Many descend into fear and hysteria, while others become malevolent and exploitative in their efforts to protect themselves. The Bonts and the Bradfords are examples of people who act with appalling selfishness, yet Brooks is careful to illustrate them as cruel and self-serving even before the plague . Thus, Brooks appears to argue that our actions under intense duress are intensifications of our true nature .Â
Faith, Suffering and ScienceÂ
A major theme explored in the novel is the role of faith in peopleâs lives and throughout the novel faith, superstition and emerging science contend with each other . Before the plague, the townspeople believe whole-heartedly in Godâs divine plan â that the good and bad things that happened to them were Godâs rewards or punishments for their virtues or sins. However, the plague makes this worldview unsupportable as the unremitting suffering of plague victims, depicted through gory and vividly gruesome descriptions , demonstrates that their suffering is not commensurate with their sin and that no one can deserve this fate. In particular, it is the suffering of children that most intensely shakes Annaâs faith in a divine plan. Her two young sons are early victims of the plague and their youth and innocence mean it is impossible to justify their deaths as punishment for sin. The sheer tragedy of the plague causes Anna to realise that faith in Godâs plan is inadequate to explain suffering and tragedy and she looks for another explanation. This leads her to use science and medicine to ameliorate pain. By focusing on discovering possible cures or pain relievers, Anna and Elinor are indirectly treating the plague as just a 'thing in nature', eschewing the prevailing religious view that the plague is the result of Godâs wrath . Their emerging scientific worldview does not rely on Godâs presence and intervention in the material world and Anna loses her religious faith.Â
However, the scientific method and worldview were only in its very nascent form and most people held a firm belief in supernatural intervention, making the townspeople prone to superstition and, in their ignorance and fear, murderous mob hysteria .Â
Women and Female SexualityÂ
Women in Eyam had lived highly circumscribed and restricted lives until the crisis of the plague disrupted the social order. The behaviour and speech of women were heavily policed and punished . In a particularly horrifying episode, Joss puts his wife in a muzzle and parades her through the village after she publicly criticises him. While Joss is undeniably an all-round bad guy, his misogyny cannot be dismissed as singular to him. Even Mompellion, an altruistic and in some ways quite progressive man, takes a very harsh stance on female sexuality. Although he preached to adulterous male villagers such as Jakob Merrill that 'as God made us lustful so he understands and forgives', he denied Elinor forgiveness for her teenage sexual relationship and was unfathomably rageful when he discovers Jane Martin having sex outside of marriage. However, Brooks criticises the taboo on female sexuality and shows that sexual desire is an awakening and liberating force for Anna, twice helping her to come out of deep depressions and reminding her that life has joy and meaning. Â
There are strong feminist undertones throughout the novel as each female character exhibits strengths that the male characters do not and challenges the limitations of her role, expressing desire for more personal autonomy and agency . From the beginning of the novel, Anna admires the sexual freedom of Anys Gowdie and the ability of Elinor to unreservedly pursue her intellectual interests. During the plague, Anna finds herself eschewing her old role and social position and assuming many challenging and indispensable responsibilities that would have been unthinkable for any woman â especially a young single working-class woman â before the plague.Â
Leadership and Judgement in Times of Crisis
The text explores both the power of religious leaders to influence public opinion and the ability of strong and courageous individuals to rise to positions of respect and authority in a crisis. Mompellionâs natural leadership and rhetorical skill keep the community calm and bring out the spirit of self-sacrifice in them. His clear dedication to his work and parishioners inspires trust in the community, and although Mompellion comes to doubt his judgement, it is undeniable that his strong leadership and assumption of huge responsibility saved countless lives. Anna also emerges as an unofficial leader; she becomes an essential figure and the voice of reason in Eyam. The communityâs newfound respect for Anna is evident in the way she is listened to and adhered to and her confidence in firmly and decisively addressing and directing men and those of a higher social class. Â
We see examples of powerful leadership in the novel, but we also see how an overwhelming crisis can lead to a shortage of clear leadership and expose flaws in existing governing systems. Eyam relied on its gentry (Colonel Bradford) and vicar (Michael Mompellion) to adjudicate and administer justice. However, on the advent of the plague, the Bradfords fled from Eyam and Mompellion became overwhelmed by work, leaving the townspeople to frequently administer their own justice through group tribunals or vigilante action. Additionally, the extreme circumstances of the plague mean the town must deal with crimes it has never faced before and is unsure how to punish. Brooks explores what it means to achieve justice when the only means available are faulty. There are many examples of miscarriages of justice which forces readers to think about the necessity of a strong, fair and prompt judicial system and the weaknesses inherent in these institutions.Â
- How does Year of Wonders explore the concept of social responsibility?
- âIn stressful times, we often doubt what we most strongly believe.â How is this idea explored in Year of Wonders ?
- âYear of Wonders suggests that, in a time of crisis, it is more important than ever to hold on to traditional values.â Discuss.Â
- âHow little we know, I thought, of the people we live amongst.â What does the text say about community and oneâs understanding of reality?
- âYear of Wonders explores human failings in a time of crisis.â Discuss
Now itâs your turn! Give these essay topics a go using the analysis youâve learnt in this blog.Â
Whenever you get a new essay topic, you can use LSGâs THINK and EXECUTE strategy , a technique to help you write better VCE essays. This essay topic breakdown will focus on the THINK part of the strategy. If youâre unfamiliar with this strategy, then check it out in How To Write A Killer Text Response .
Theme-Based Essay Prompt: â Year of Wonders is a story of great courage in the face of extreme adversity.â Discuss.
Not sure what we mean by âTheme-Based Essay Promptâ? Then, youâll want to learn more about the 5 types of essay prompts here .Â
The starting point of any theme-based prompt is the ideas, and while this prompt characterises the novel as one essentially about courage, it is more generally exploring the theme of how people responded to the various challenges of the plague. âDiscussâ questions give you scope to partially agree, disagree, or extend the prompt . It is okay to ultimately agree with the prompt but to also demonstrate the complexity and nuance of the authorâs intentions, and I think that is the best approach for this essay!Â
As weâve already discussed, Year of Wonders depicts a community experiencing an acute crisis and Brooks presents the very worst and very best of human nature. There are characters who display enormous courage (Anna and Elinor), others who are cowardly (the Bradfords) and those who exploit othersâ hardships for their own gain (Joss Bont). There is also an entire supporting cast of characters who individually display neither extreme courage nor cowardice but who muddle through a terrible situation with numb apathy . There is also the opportunity to define what courage means here â after all, the decision to isolate themselves within the boundaries of Eyam took immense courage from all the villagers, who knew full well that they would inevitably be exposed to the deadly contagion. Â
Paragraph 1: [Agree] The novel is grounded in and revolves around the initial courageous decision of the villagers of Eyam to quarantine themselves and risk their own lives to protect others from the spread of the bubonic plague.Â
- Focus on the initial act of courage and the knowing self-sacrifice that this decision required from every single person in Eyam.Â
- As the event that forms the basis of this work of historical fiction , a logical argument can be made that this first act of courage in adversity forms the foundation of the novel and therefore affirms the idea that Year of Wonders is about great courage.Â
- However, importantly, this decision was an act of community courage that anticipated future adversity but was taken before many of the villagers had actually experienced the acute hardship and suffering of the plague . This is why it is important to now discuss the courage shown by individuals in the midst of extreme adversity [link].
Paragraph 2: [Agree] The individuals who displayed courage, hope and conviction in the face of acute personal adversity demonstrate the enormous power of courage to steel us through a crisis .Â
- Anna and the Mompellions concentrate on helping others and their service helped keep some degree of social order and provided comfort to victims of the plague. What they were able to achieve and provide for the community (and how much worse the situation would have been without their courageous assumption of responsibility) illustrates Brooks' high respect for courage and service.  Â
- To demonstrate additional analytical thinking, you might consider discussing the fact that these characters were not courageous solely out of charity , but that having an occupation and something to keep them busy and focused actually became a personal survival mechanism . This further highlights the absolutely pivotal role of courage in adversity and is only reinforced through the contrast with the ignoble behaviour of those characters who did not behave courageously and forthrightly [link].
Paragraph 3: [Partial disagree] However, Year of Wonders shows how adversity can provoke extremes of human behaviour and is thus also a story of human failings under immense pressure, with many characters motivated by cowardice and self-interested opportunism . Â
- Here, you should discuss the dishonourable behaviour of the Bonts, the Bradfords and the hysterical mob that murdered the Gowdie women . Your aim should not only be to explain that they behaved without courage, but also to focus on the negative repercussions their behaviour had for them and the community This will help you build an analytical argument that Brooksâ core message is about the power and necessity of courage in the face of adversity .Â
- Ultimately, while no character escapes from the pain and loss of the plague , Brooks provides illustrations of how different people responded to their shared suffering and it is clear that she believes that the best way to respond to adversity is with the courage and strength to face the challenge head on.Â
If you found this essay breakdown helpful, let us know if youâd be interested in a complete LSG Year of Wonders Study Guide where we would cover 5 A+ fully written sample essays with EVERY essay annotated and broken down on HOW and WHY the essays achieved A+ so you can reach your English goals!Â
Metalanguage is language that describes language. The simplest way to explain this is to focus on part 3 of the English exam â Language Analysis. In Language Analysis, we look at the authorâs writing and label particular phrases with persuasive techniques such as: symbolism, imagery or personification. Through our description of the way an author writes (via the words âsymbolismâ, âimageryâ or âpersonificationâ), we have effectively used language that describes language. For a detailed discussion, see What is metalanguage?
- Protagonist
- False protagonist
- Secondary character
- Supporting character
- Major character
- Minor character
- Philosophical
- Non-fiction
- Short stories
Language form
- ProseIambic pentameter
- Blank verse
Narrative mode
- First person view
- Second person view
- Third person view
- Third person objective
- Third person
- Third person omnipresent
- Third person limited
- Alternating narrative view
- Stream-of-consciousness
- Linear narrative
- Nonlinear narrative
Narrative tense
- Anti-climax
- Trope-clichĂŠ
- Turning point
- Geographical
Other literary techniques
- Active voice
- Alliteration
- Ambivalence
- Bildungsroman
- Characterisation
- Cliffhanger
- Colloquialism
- Complex sentence
- Compound sentence
- Connotation
- English (American)
- English (Australian)
- Flash forward
- Foreshadowing
- Juxtaposition
- Onomatopoeia
- Passive voice
- Periphrasis
- Personification
- Positioning
- Simple sentence
Updated on 15/12/2020.
- Summary: A Brief Snapshot
- Character Analysis
- Stage Directions
- Essay Topics
Extinction is usually studied in the Australian curriculum under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response .
1. Summary: A Brief Snapshot
At the heart of innovative technology and products lies exceptional human creativity. Our brains are practically wired to create and innovate newness. Naturally, the influx of products entering the market creates a consumer frenzy. Suddenly, everything is a commodified entity with a dollar-sign attached to it. Its inherent value lies in how much consumers covet the item.Â
Letâs take the iPhone for example! An idea of a communication device - both sleek in its functionality and aesthetic - is mass produced, consumed by millions and the cycle perpetuates itself. It is an item so coveted and desired, a 17-year-old boy from China sold a kidney to buy the iPad and iPhone. This phenomenon of consumerism is symptomatic of a contemporary worldâs obsession with vanity and aesthetic. Our fixation on the surface-level and glossy facades is similarly echoed by Extinction âs main protagonist, Professor Heather Dixon-Brown, who criticises the âcharismatic fauna pushâ where we are âmaking celebrities out of pandas and polar bearsâ. While those campaigns are successful in raising better awareness and positivity in the realm of conservation, they do not change the ways in which we live and consume.
How we live today is inflicting a deep ecological impact on planet earth. Furthermore, as urban landscapes inevitably expand, we continue to encroach on the territory of the natural world.
These are the kind of thoughts that popped into my mind after reading Extinction . Hannie Raysonâs provocative play delves deep into the central question of what it means to uphold a personal conviction in the face of self-interest and necessity. Casual flings, extinguishing of life and the friction between âideological purityâ and functionality threatens to unhinge even seemingly robust characters such as Heather Dixon-Brown, an ecologist who preaches that she âuses her head, not her heartâ. Raysonâs literary work endeavours to capture how the human character is, in fact, multidimensional and never static! As the passionate environmentalists and pragmatic ecologists are entangled in ethical quandaries, the playwright also illustrates how divorcing your mindset from emotion is a universal struggle. Furthermore, she explores how moral conviction is consistently at odds with the demands of the personal and professional domains we inhabit.
Throughout the drama encapsulating mining magnates, environmentalists and ecologists, Rayson combines their fictional voices to echo a cautionary tale of how self-interest and misconception about âthe otherâ may distort rationality. When the CEO of Powerhouse mining, Harry Jewell, bursts into a wildlife rescue centre in Cape Otway, holding a critically injured and endangered tiger quoll, he inadvertently catalyses a conflict that will draw out the prejudices withheld by the trio of environmentalists.
I encourage you to think about the lessons embedded in the play. What are the take-home messages YOU have discovered?
Guiding Questions:
- What is the message the playwright is attempting to deliver to her audiences?
- When you finished the play, what feelings were you left with?
- Which characters did you find likeable? Who aggravated you the most? And most importantly, provide evidence for why you felt that way! Was it because of their problematic ways of dealing with an ideological crisis? Or their fierce passion towards upholding moral conviction?
2. Character Analysis
Let's take a look at these deeply flawed human beings:
Professor Heather Dixon-Brown â
- Director of the CAPE instituteÂ
- Interested in only saving species that are âstatistically saveable'.
- Bureaucrat with the realism to match.
'I am an ecologist, not an environmentalist. I use my head, not my heart.'
'Species are like commoditiesâŚI just donât approve of this âcharismatic faunaâ push - making celebrities out of pandas and polar bears.' (p. 99)Â
'You want me to close the CAPE. Is that what you want? Then we can bask in ideological purityâŚ' (p. 120)
The never-ending struggle between heart and mind is central theme in the play.
Harry Jewell
- An idealist with the knack for alluring women to fall for him.
'You donât serve your cause by being indifferent to the interest of working people.'Â
'I know his type: the kind of greenie whoâs always saying no. No dams. No mines. No roads.' (p. 114)
'I am not some multinational corporation devouring the Amazon. Iâm just a bloke whoâs come back home.' (p. 114)
Piper Ross â
- Zoologist from San Diego Zoo (temporarily transferred)Â
- Andy Dixonâs girlfriendÂ
- Gets entangled in a romp with Harry Jewell aka Mr. Evil
'They are all 'worth saving''. (p. 83)
- A vet who is extremely pragmatic in his mindset towards his work and personal life
- Slight aversion to technology
- The inevitability of technology supplanting certain occupationsÂ
- Technological evolution? (Is it the kind of evolution we want?)
'âŚthe great advocate for our native flora and fauna⌠' (p. 118)
'You should see this dairy farm. Itâs all computerised. Theyâve got one bloke managing a thousand cows. No human supervision of the milking. No-one to check the udders. Iâm just there, doing the rounds. Like a robot.' (p. 82)
Logic vs. Emotion (Pragmatism vs. Ideological Purity)
To divorce your emotions from affecting your decision-making capacity is a universal struggle aptly captured by Raysonâs depiction of Dixon-Brownâs gradual inclination towards the tiger quoll project funded by a coal company. In this case, we can argue that her objectivity and âher headâ is seemingly beguiled by the charms of Harry Jewell.Â
Early in the play, Professor Dixon-Brown is anchored to her desk, filing applications and paperwork instead of âgetting back to her own researchâ. This prospect changes when Harry - big coal - offers 'two million dollars on the table' to fund the tiger quoll campaign. Nonetheless, we see the two unexpected collaborators setting a dangerous precedent where one can simply equate a speciesâ livelihood to âcommoditiesâ and âa good returnâ of profit.
What is compelling about Harryâs character is that he combines both pragmatism and ideological purity. Firstly, Harry has the means and business acuity to manoeuvre a board of directors bent on exploring coal âright on the edge of the national parkâ. However, âMr Evilâ is also inspired by nostalgia and sentimentality over a childhood memory where a tiger quoll steals his drumstick.
Conversely, Andy Dixon-Brownâs stance against the mining industry and automated dairy farms is admirable considering how technology has become a central cornerstone of modern-day life. His partner Piper Ross, a zoologist, echoes similar distaste for mining companies, however, her passion for âsavingâ all animals eclipses her own presumptions towards âMr Evilâ. She is eventually persuaded to head the tiger quoll project.
Whereas, Professor Dixon-Brown enjoys the uncomplicatedness of numbers and statistics. However, her carefully crafted algorithm fails to differentiate between the diversity of animals within the ecosphere. Instead, it filters out populations of 5000 and above to collate only the âstatistically saveableâ.
In this respect, Harryâs actions showcase how a striking a balance between pragmatism and emotion is important.
Unity in a Socially Divisive World
In this play, the âus vs. themâ mentality pervades the minds of the protagonists. Through the heated dialogue between environmentalists, ecologists and mining moguls, Hannie Rayson delivers the message that as a society we should not be so reliant on simplifying individuals based on age-old presumptions and surface-level characteristics. Harry Jewell echoes a similar sentiment as he discusses his companyâs plans to Piper: 'Whoâs this âweâ? You donât serve your cause by being indifferent to the interests of the working people.' (p. 92)
Zooming in: Andy &Â Harry: Let's explore the volatile dynamic between the two males
Andyâs indignant stance against collaborating with the mining industry showcases his resilience in sticking to his moral code. One can argue that his immediate demonisation of Harry Jewell, as evidenced by the nickname âMr. Evilâ, is a symptom of Andyâs oversimplified thinking. It is through Andyâs inflammatory and infantile language towards the Mining CEO that Rayson articulates how the politics of conservation is in shades of grey. Conversely, Harryâs admits that he knew Andy was âthe type of greenie whoâs always saying no [from the moment he came through that door]â. In highlighting the binary oppositions of the two men working in different fields, the play acknowledges how prejudice inhibits potential collaborations.
Harry and Andy showcase how our own misconceptions about âthe otherâ detract from our own moral causes - such as in this case, saving the forest. Both men are committed to the same cause. However, Andyâs antagonistic approach towards Harry undercuts his own integrity as he willingly allows prejudice to cloud his thinking simply because it is the more convenient thing to do, as opposed to collaborating and accommodating each otherâs interests.
Categorising strangers into convenient stereotypes is pure laziness.
- Andy: 'Hope he didnât damage that cruise missile heâs got out there?' (p. 73)
- Harry: 'I know the type - knew him the moment he came through that door. Heâs the kind of greenie whoâs always saying no. No dams. No mines. No roads.' (p. 114)
Romanticism vs. Reality
Against the backdrop of familial arguments and budding romances, Extinction âs Professor Dixon-Brownâs blunt dialogue about conservation reveals its politicised nature. Her heated dialogue with Piper echoes her frustration at âwriting [Stuart Deckerâs] applications so he can get âa sun tanâ conducting research on The Great Barrier Reef and win accolades for it'. Furthermore, she satirically exclaims that â[the institute] needs to defend its territoryâ. Her mocking of the vice-chancellor who acted like they were in a âWhite House Situation Roomâ implicitly demonstrates her growing disdain towards the tenuous politics of her workplace. Essentially, Heatherâs realist approach exposes what lies beneath the glossy exterior of conservation efforts.
Iâve seen quite a few videos of baby pandas circulating on my Facebook feed, most of them are part of a conservation effort or campaign. The comment section of these videos is like a medley of heart-eyes and exclamations of âHow cute!!â This relatively harmless sentiment is dismissed by Professor Dixon-Brown when she states that she is completely disengaged with âcharismatic faunaâ (p. 99) push - making celebrities out of pandas and polar bearsâ. Our overwhelmingly positive reactions towards such campaigns is based on a societal gravitation towards the aesthetically pleasing which bleeds into the next thematic idea revolving around our fixation on appearance (surface-level).
Essentially, in the context of this play, the preferential treatment of endangered animals reflects our own biased thinking.
Vanity and Our Obsession With Appearance
The idea of vanity also pervades the sub-consciousness of both male and female protagonists. Against the backdrop of environmental conservation dilemmas, Hannie Rayson manages to entwine a secondary story strand which captures the insecurities peppering the female experience in this contemporary age. The audience learns that Heather Dixon-Brown spends $267 on hair removal every five weeks. Interestingly, her brother, âa screaming heterosexualâ (p. 95), likens the hair removal process to âgetting a tree loppedâ. The destructive and almost violent imagery of chopping down a tree echoes the crippling pressure for Heather to âsculptâ herself into a particular ideal of femininity.
It is in this way that Rayson articulates a broader thematic idea that womanhood is still being defined in terms of attractiveness and perseveration of youth. Heatherâs internalised insecurities resurface in her heated confrontation with Harry. She accuses him of âprefer[ing] a younger womanâ and having ânever been with a woman with pubic hairâ. Both of which Harry indignantly refutes. Through this heated dialogue, audiences gain an insight into Heatherâs vulnerability as a divorcee-to-be and interestingly, we are exposed to her assertiveness as she questions 'canât [you] stomach a woman who stands up to you?'
Her conflicting ideologies on womanhood are best exemplified through Harry who almost admonishes her for embodying âsome nineteen-fifties idea of relationshipsâ where âsex with someoneâ does not necessarily entail âa lifelong commitmentâ. This is also the central conflict faced by all the characters who engage in seemingly non-committal relationships and false expectation. It is through these failed trysts that Rayson disapproves of uninhibited sexual impulses and by extension, criticises the increasing promiscuity in contemporary times. Essentially, Raysonâs fixation on causal sexual relationships mirrors her own opinion that there has been a paradigm shift in how we govern our sexuality and bodies since the 1950s.
Conservation in a World of Destruction
You can define conservation in terms of âpreservation ofâŚÂ â, âsustainingâŚâ.
In the personal domain, Piper maintains that she and Harry âslept in separate tentsâ to her boss Professor Dixon-Brown who also doubles as her potential sister-in-law. Conversely, Professor Dixon-Brown is forced to make an ethical compromise to prevent a career besmirching orchestrated by a mass-email insinuating a sordid romance between her and her newest collaborator, Harry Jewell. Her reputation as CAPEâs director is nearly tarnished by the vengeful force of a flingâs ex-wife.
Do I preserve my moral compass or my professional reputation?
Other thematic ideas that relate to this umbrella phrase include: misuse of authority and ethics of the digital world. Â
Deleting emails is tantamount to rewording/reworking history. Professor Dixon-Brownâs attempt at salvaging/restoring her pristine moral code of âusing her head, not her heartâ is encapsulated in her desperate dash to the IT servers at 1am in the morning to delete the incriminating email detailing her illicit relationship with Harry Jewell. This, undoubtedly, compromises both of their careers as professionals. Furthermore, their intimate fling casts Dixon-brown as a seducer/a woman who is easily compromised, which is untrue. However, it is the facades that count in the play.
4. Symbolism
Euthanising the female tiger quoll.
In this case, by virtue of being female, we can assume the tiger quoll âwith a crushed spineâ has reproductive capabilities. The injured tiger quoll was a life-giving entity. Technically, if she recovered fully, the tiger quoll could be the solution to its endangered status.Â
Andyâs swift decision to euthanise the animal in great pain could be in reference to his own desire to âmake [his life] overâ. He has inadvertently projected his own fears and anxieties over his GSS diagnosis onto the critically injured creature. Essentially, in the moment of mutual pain, Andy could resonate with the tiger quoll.Â
One-Night Stands/Casual Sex/Non-Committed Relationships
My theory is that the images of casual sex serve as an ironic layer to a play titled Extinction . Both Piper and Heather unwittingly develop sexual relations with Jewell on a casual basis which symbolises how intercourse is no longer purely valued as a means for continuing the species. These âeffortsâ for reproduction are fruitless.Â
1. They show how mankind is centred on pleasure and instant gratification, prioritising the self above all matters.Â
2. They demonstrate how modern living expectations, consumerism and the perpetuation of gluttony have led to a plateau in human evolution.
Real-life Amanda -> Tutor comment translation:
As I was reading the text, a recurring question kept nagging at me: Why are there intimate scenes sandwiched between the layers of ideological conflict and tension?
Tutor -> real-life Amanda translation:
Oh my goodness, are these characters THAT sexually frustrated? Someoneâs heart is going to get broken and then we will have to analyse that in our essays. Ughhhhhh.
5. Stage Directions
Weather transitions.
1. The opening scene showcases how vets and environmentalists alike are surprised by the first sighting of a tiger quoll in a decade. Their surprise at this unprecedented occurrence is reinforced by the âwet and windyâ conditions. Typically, stormy weather is symbolic of chaos and unpredictability.Â
2. During a particularly heated exchange between Andy and Piper, the interjection of â thunderâ intensifies rising temperament in both characters. (p. 73)
3. When Andy discovers who âHarry bloody Jewellâ is, his growing disbelief and rising temperament are complemented by the off-stage sound of â the roar of the motorbikeâ. The audiological stage cue characterises Jewell as an unwanted presence of chaos and noise. As the motorbikeâs roar is a sound incongruent with the natural environment encapsulating Harry.
The Meaning of Fire
In Act Two: Scene One, the secretiveness of Harry and Piperâs tryst is underlined by the âvast blacknessâ and their figures âin silhouetteâ. Furthermore, its fragile and tenuous connection is symbolically related to how both counterparts repeatedly âpoke[] the fireâ to ensure its longevity through the night. Perhaps, this imagery is referring to how all temptation and sexual energy need to be moderated, which complements Piperâs reluctance to continue their budding relationship.
We've offered a few different types of essay topics below. For more sample essay topics, head over to our Extinction Study Guide to practice writing essays using the analysis you've learnt in this blog!
Theme-Based â
The play, Extinction demonstrates that compromise is necessary in the face of conflict.
Character-Based
As a self-professed ecologist, Heather Dixon-Brownâs decision to collaborate with 'the otherâ stems from self-interest. Discuss.
Quote-Based
'I use my head, not my heart.' Extinction explores how human nature reacts under pressure and vice.
How does Hannie Rayson explore the idea of emotion in the play Extinction ?
Theme-Based Prompt: Extinction is a play about personal integrity and environmental responsibility. Do you agree?
This essay prompt is an example of a theme-based prompt . It specifies both 'personal integrity' and 'environmental responsibility' as themes for you to consider. When faced with a theme prompt, I find it most helpful to brainstorm characters and authorâs views that are relevant to the given themes, as well as considering more relevant themes that may not have been mentioned in the prompt itself.
- Personal integrity and environmental responsibility are central themes, but they arenât the only themes that Extinction concerns itself with
- Environmental responsibility - political, financial, social, pretty much all characters (Piper and Harry as a focus)
- Personal integrity - truth versus lie, how we react under pressure, Dixon-Brown and her choice to delete the emails
- What is left over? Other kinds of responsibility, e.g. interpersonal relationships
- Interpersonal relationships, e.g. Piper and Andy (with a focus on Andy)
P1: Environmental responsibility
- Piper and Harry - the tiger quoll project
- Potential to talk about idealism versus pragmatism?
P2: Personal integrity
- Honesty, morality, ethics
- Dixon-Brownâs choice to delete the emails is motivated by selfishness, not by personal integrity
P3: Responsibility to act honestly and transparently in relationships Andy!
- He is both environmentally responsible and has personal integrity, but still struggles with his relationships until the very end of the play
If you find this helpful, then you might want to check out A Killer Text Guide: Extinction where we cover five A+ sample essays (written by a 50 study scorer!), with EVERY essay annotated and broken down on HOW and WHY these essays achieved A+ so that you know how to reach your English goals! Let's get started.
Extinction by Hannie Rayson A+ Essay Topic
How To Write A Killer Text Response ( Study Guide)
5 Tips for a Mic-Drop Worthy Essay Conclusion â
Are you a slow writer who struggles to write down all of the information that you hear in the listening audio clip? Have you ever been in a situation where the next sentence in the audio comes up way before you finish writing down information from the previous sentence? If yes, then this blog is for you!Â
You want to write down as much useful information as possible in a short period of time during your VCE EAL exam, so it is very useful to implement a system of techniques that works well for you personally. Here are some ideas and suggestions that you may want to use to increase the speed of your note-taking.Â
1. Use Different Coloured Pens or Keys for Different Speakers
Under the stress of exams/SACs, you might lose track of which speaker is talking. This is likely to happen if the speakers are of the same sex or they sound similar to each other (from personal experience, I had a listening task with 3 female speakers!) A simple way to remind yourself of who is speaking is to take side notes with different coloured pens and/or symbols for different speakers.Â
â For example:
If in the audio: Lisa says, âThe weather is lovelyâ and Cici replies âLetâs go for a runâ. We can write side notes using L (for Lisa) and C for Cici, which may look like:Â
L âweather is lovelyâ
C 'Let's go for a runâÂ
Or, you could use a red pen for Lisa and blue pen for Cici.Â
2. Use Signs & Symbols to Replace Words
Using symbols is an efficient way to increase the speed of writing and ultimately increase the amount of information that you can record. Here are some examples of symbols I have used in the past and the meanings I gave them.Â
â Leading to/Stimulate/Result in
â Increase  Â
â Decrease Â
â ExchangeableÂ
â Cross/Incorrect  Â
â´ Therefore OR ConsequentlyÂ
? Uncertain/Possibly/Disapprove Â
> Greater than/More than
< Less than/Fewer than
~ Approximately OR Around OR Similar to OR Not Equal OR Not the same as
c/b Could beÂ
- Negative/BeforeÂ
+ Positive/Plus
3.Use Abbreviations
Use abbreviations that work for you. There is no right or wrong here as the âblank space for scribblesâ will not be marked. Abbreviations can take the form of short notes or letters...you get to be creative here!
You can also choose to keep only the essential vowels and consonants in words. Or, leave out the double consonants and silent letters. The following list contains some abbreviations for common words or phases:
Answer = answ
About = abt
Morning = amÂ
Afternoon = pm
As soon as possible = asapÂ
Before = bef/b4
Between = bt
Because = bc
Common = com
Condition = cond
Diagnosis = diag
Regular = reg
Notes = nts
With respect to = wrtÂ
Will be = w/bÂ
Within = w/iÂ
Without = w/o
Here are some examples of how you might use abbreviations and symbols:
âYou should remember to take notes in classesâÂ
Can be abbreviated as:
âU shld rmbr t tk nts in clsâ
Example 2 Â
âGidon has a rare blood condition which means he visits the hospital quite regularly. Since his diagnosis, Gidonâs family paid more than ten thousand dollars just to visit the hospital. Gidon initiated a petition that advocates for lowering the fees for parking in hospitals and putting a limit on how much the hospital can charge.â
- G has rare blood condi â he visits hosp. v. reg.
I've used G as an abbreviation for Gidon, and the arrow here represents that the stuff on the left side of the arrow (i.e. his rare blood condition), led to the events on the right side of the arrow (i.e. regular hospital visits).Â
- Since his diag. â Gâs fam paid >$10K to visit hosp.
Here Iâve also used the arrow, indicating that the stuff on the left side of the arrow (i.e. his diagnosis), led to the events on the right side of the arrow (i.e. Gidon's family paid more than 10 thousand dollars). Iâve also used >$10K to indicate that the amount Gidonâs family paid is more than 10 thousand dollars.
- G â petition â advocates for â $ parking & limit how much hosp. can charge
Using my symbols and abbreviations above, itâs your turn to work out how Iâve abbreviated this ;)
I hope these tips and tricks will assist you with note taking during the EAL listening SACs and exam. If you would like more practice on the listening section, check out the following blogs!
EAL Listening Practice and Resources
EAL Listening Practice
Tips on EAL Listening
Reckoning & The Namesake are studied as part of VCE English's Comparative. For one of our most popular posts on Comparative (also known as Reading and Comparing), check out our Ultimate Guide to VCE Comparative .
- Inheritance of TraumaÂ
- Identity and Naming
- Memory and Retrospect
Magda Szubanskiâs memoir, Reckoning, and Jhumpa Lahiriâs bildungsroman, The Namesake, follow misguided protagonists as they attempt to reconcile and âreckonâ with complicated family histories. Magda is burdened by her fatherâs legacy, whilst Ashokeâs distressing train accident lays the foundation for Gogolâs uncertainty, exposing the inescapable and often inscrutable marks that trauma leaves on the identities of later generations. With a large focus on inherited trauma , identity and memory , weâll be breaking down some crucial quotes from each of these texts to better understand these key themes.Â
For a deeper look into some of the themes in Reckoning and The Namesake , check out this earlier post . And, if you need a refresher on how to properly embed quotes in your writing, take a look at How To Embed Quotes in Your Essay Like a Boss .Â
1. Inheritance of Trauma
Whether it be the hardships of war or the adversity of misfortune, both texts observe family timelines steeped in history and trauma. Magda and Gogol are inadvertently burdened by their parentsâ experiences, which remain obscure and confusing to the two protagonists and only complicate their identities.Â
We were tugboats in the river of history, my father and I, pulling in opposite directions. He needed to forget. I need to remember. For him, only the present moment would set him free. For me, the key lies buried in the past. The only way forward is back. (p. 13)
This quote is intrinsic to the authorial intent behind Szubanski writing her cathartic memoir. The experiences of Magdaâs father in war-torn Poland are, as Magda expresses, âpassed on geneticallyâ. Yet, with Zbigniewâs instinct to â[clamp] down tight on all feelingâ, his trauma remains unrevealed and unexamined during much of Magdaâs life. This impenetrable history impresses onto Magda as intergenerational trauma, which leaves her an âunregulated messâ, constantly âricocheting between feeling nothing and feeling everythingâ.Â
As Magda accurately describes, both she and her father are metaphorical âtugboats in the river of historyâ, drawn in completely opposite directions to resolve their traumas. For her, digging into the âburiedâ past is vital to understanding her father and herself. As she puts it, âthe only way forward is backâ. This is entirely the opposite for Zbigniew, who is unwilling and unable to articulate his trauma in anything other than âincoherentâŚjottingsâ and âfragmentsâ. Burdened by his past, Zbigniew prefers living in the present moment where he can suppress and avoid the past. However, this difference in how the two approach trauma leads to a strained father-daughter relationship founded upon a lifetime of misunderstandings and secrecy that only deepen their inability to understand one another.Â
â Even at that young age,â Mum told me, âI knew, I knew I had done something wrong.â When she told me this her face caved in, stricken with remorse. Actors can never replicate this look. Meg didnât punish her, but âOh! The look of disappointment on my poor motherâs face.â Now, today, more than eighty years later, my mother still feels the stinging sense of guilt. History repeats. That story of how, when I was six, I got blood on my best dress before a trip to take Dad to hospital. Mum slapped my leg in hasty anger. I understand now, of course, that it was herself she was slapping. Her life-loving, disobedient six-year-old self. We are bookends, she and I. (p. 346)
Intergenerational trauma surfaces as âpatternsâ within the Szubanski family, where regret and resentment are passed down as âhand-me-down trinkets of family and traumaâ. Magda uses the metaphor of âbookendsâ to describe her and her motherâs remarkably similar experiences dealing with familial trauma. In other words, both Magda and Margaret are mirror images of each other, both having a shared experience of supporting and living with ill fathers. When Magda gets âblood on [her] best dressâ before another trip to the hospital, Margaret âslap[s her] legâ. Although Magda initially mistakes this reaction as âhasty angerâ, hindsight allows her to understand that Margaret was preoccupied with a âstinging sense of guiltâ, and was reprimanding herself - the âdisobedient six-year-old selfâ who had similarly ruined her own âspecial dressâ. This realisation suggests that even though trauma ârepeats [like]âŚhistoryâ, there is a generational difference in the way individuals are able to process and respond to situations of grief, poverty and war.Â
â The Namesake
And suddenly the sound of his pet name, uttered by his father as he has been accustomed to hearing it all his life, means something completely new, bound up with a catastrophe he has unwittingly embodied for years. "Is that what you think of when you think of me?" Gogol asks him. "Do I remind you of that night?" "Not at all," his father says eventually, one hand going to his ribs, a habitual gesture that has baffled Gogol until now. "You remind me of everything that followed." (p. 124)
Just as Magda inherits Zbigniewâs harrowing war experience, Ashokeâs own âpersistent fearâ from the train derailment that cripples him lives on through his sonâs name. His chance rescue whilst âclutching a single page of âThe Overcoatââ is meaningful and life-altering. For Ashoke, naming his child after the âRussian writer who had saved his lifeâ emphasises his profound appreciation for surviving the accident. His son Gogol is a comforting reminder of âeverything that followedâ. In this way, Gogol acts as a symbol of both redemption and hope, representing Ashokeâs optimistic appraisal of his accident and his determination to make the most of his miraculous rescue.Â
But for Gogol, the memory of his fatherâs accident is entirely foreign and lacks any real meaning for him. His childhood pet name âGogolâ - which he has always resented for making him feel out of place around other kids - suddenly becomes âsomething completely newâ when he discovers the truth about Ashokeâs accident. Gogol feels enormous pressure to live up to his fatherâs expectations as he represents a âcatastrophe he has unwittingly embodied for yearsâ. This is the source of much of Gogolâs guilt, confusion and resentment (towards his name, father, family and entire culture) and gradually erodes his sense of self. However, this inscrutability of the past only deepens Ashokeâs and Gogolâs similarity, whilst complicating and straining their father-son dynamic. Ashoke is unable to recognise the burden he has placed on his child, whilst Gogol alternatively cannot appreciate or truly understand being a miracle and source of salvation for Ashoke. Like with Magda and Zbigniew, here, father and child are unable to understand each other, creating a schism in their relationship which they are never able to reconcile. In any case, Lahiri conveys that the actions of enduring and processing trauma are intertwined and often leave permanent traces across future generations.
But Gogol is attached to them. For reasons he cannot explain or necessarily understand, these ancient Puritan spirits, these very first immigrants to America, these bearers of unthinkable, obsolete names, have spoken to him, so much so that in spite of his motherâs disgust he refuses to throw the rubbings away. He rolls them up, takes them upstairs, and puts them in his room, behind his chest of drawers, where he knows his mother will never bother to look, and where they will remain, ignored but protected, gathering dust for years to come. (p. 71)
Lahiri also indicates generational similarities in how individuals relate to trauma. As a second-generation migrant who has always felt displaced from his culture, Gogolâs graveyard field trip allows him to experience a semblance of belonging in Massachusetts for the first time and relate to Americaâs âvery first immigrantsâ. While Ashoke profoundly connects to the Russian writer Nikolai Gogol, his son Gogol refuses to get rid of the etchings of archaic names. These âancient Puritan spiritsâ with similarly âunthinkable, obsolete namesâ like his own provide Gogol with a source of relief and offer proof that he is not alone in his differences. He feels protective of them - conveying his own desires to defend himself against childhood bullies, and also providing a way to preserve this first true moment of belonging.Â
Just as âThe Overcoatâ resonates with Ashoke, Gogol feels connected to the etchings and conceals this single page from his mother Ashima, who is resentful of the peculiar American school excursion. Similarly, Ashoke struggles to convey the deep significance behind his own liberating âsingle pageâ from the Russian book. In this way, both pages remain âignored but protectedâ and, for both father and son, symbolise the power of literature and storytelling to salvage their profoundly intimate and life-altering moments that are unfathomable to others.Â
2. Identity and Naming
Both Reckoning and The Namesake suggest that hasty personal reinventions can only temporarily suppress, rather than truly resolve, trauma. The âself-made manâ Gogol strives to be, and the âmostly-self createdâŚLittle Englishmanâ identity that Zbigniew carves for himself, are simply âbandaids plastered overâ unresolved grief and hardships. Cut off from family and history, these facades only worsen their inner discontent and complicate identities.Â
For my father Australia was love at first sight. The moment we landed he knew he had done the right thing. The blast-furnace heat invigorated him. Only mad dogs and my father would go out in the midday Australian sun. He wouldnât just go out in itâŚhe would mow the lawn in it. We had a big, bumpy, untamed backyard and when the mercury hit 103 degrees Fahrenheit heâd be out there dragging the lawnmower across every inch of it. Wearing Bombay bloomers and a terry-towelling hat, singing Polish songs over the din of the mower. (p. 44)
Escaping battle-scarred Poland and the origins of his trauma, Zbigniew is a migrant who âcould not shed his Polishness fast enoughâ. He âcrosse[s] the world to get awayâ from his destroyed and tarnished home. Zbigniew begins a âsecond lifeâ as Peter, and like the Polish amber Magdaâs cousin gifts her, Zbigniew is âtransformed by pressureâ (a metaphor for the natural formation of amber) into the âLittle Englishmanâ. This persona is a role he takes with grave determination - an echo of the âkiller instinctsâ he suppressed from his abandoned life as a Polish assassin. Bewildering the rest of his family, Zbigniew relishes the âinvigorat[ing]âŚblast-furnace heatâ of Australia, and acts the part of a true Aussie in his âBombay bloomersâ and âterry-towelling hatâ. This characteristically Australian ensemble essentially functions as another battle armour he equips himself with to protect his blemished soul, tainted by a history so âbizarrely awfulâ that his only way to survive is by âclamping down tightâ through an ironclad persona.Â
Magda recalls him âforever trying to tame th[e] lumpen blockâ of âuntamedâ and âunpredictableâ soil in their yard, âdragging the lawnmower across every inchâ. This crystallises the truth of his life: no matter how committed Zbigniew is to perfecting any project, simply plastering order (trying to tame the lawns by mowing them) over chaos (heat + lumpen, untamed, unpredictable soil) leaves the trauma unresolved.
The rest of it went smoothly and before too long I had my entire sharpie uniform. Only one thing was missingâa Conti. This smart striped cardigan, worn high and tight, was the centrepiece of the ensemble, the definitive wardrobe item of the sharpie. But none was available, not in Croydon anyway. We had to settle for a plain cardie, rolled up at the bottom until it sat under my boobs. I never did get a Conti. I think it was a sign. (p. 126)
Like her father, Magda toys with personas herself. Identity is fluid and inconstant for Magda, often fluctuating between a form Zbigniew would be proud of, one she hopes would trigger any emotional reaction from him, and one desperate to fit within the social climate of Croydon. She cultivates a variety of comic personalities and, like her father, pursues her own âtennis madnessâ by becoming madly obsessed with the sport and playing competitively. Magda also attempts to embrace the dutiful Catholic âgood girlâ personality she believes would satisfy her father, but she rebels when he continues to âdisplay [no] emotion at allâ and embraces the Sharpie youth gang uprising in her neighbourhood. However, Magda ruefully mocks the contradictory nature of her Sharpie persona, describing her conversion as a hybrid - a âconvent-school Sharpieâ - rather than the âtrue Sharpie chickâ she aspires to be. But, while all of these personas attempt to unite the âdisparate, confusing partsâ of her identity, they just suppress the âreal girlâ behind the mask and leave her more dissociated from herself than ever before.Â
Magda goes to great lengths to âsmoothlyâ acquire the perfect Sharpie disguise, but even with the âentire Sharpie uniformâ, her facade is flawed; she lacks the Conti cardigan, which is the âdefinitive wardrobe item of the sharpieâ. Her Sharpie identity becomes a parody of the authentic Australian youth gang. The flaws behind her imitation persona are worsened when Magda tries to replace the Conti âcentrepieceâ with a simple âplain cardie, rolled up at the bottomâ. Magda only realises this when she barely avoids a âbeatingâ by a âpredatory Sharpieâ whilst vulnerable, dressed in her convent-school uniform, and unrecognisable as a fellow gang member. Here, she is finally able to concede that she has only been âplaying at being a bad girlâ and laments, âI never did get a Conti. I think it was a signâ - wryly foreshadowing the inevitable dissatisfaction of teenage facades.Â
The Namesake
"I'm Nikhil now," Gogol says, suddenly depressed by how many more times he will have to say this, asking people to remember, reminding them to forget, feeling as if an errata slip were perpetually pinned to his chest. (p. 119)
Gogolâs place in the world as an âAmerican Born Confused Deshiâ (ABCD) is his own âawkward [truth]â. Like his own name which he scornfully labels a âscratchy tagâ, his status as an âABCDâ is another brand he is âforced permanently to wearâ. He is both ashamed and resentful toward his second-generation migrant identity and feels âneither Indian nor Americanâ whilst mocked for his nickname that is âof all things Russianâ. Indeed, Gogolâs entire adolescent experience is eclipsed by his confusion about âwho he isâ as he struggles to obtain any stable foundation for his identity.Â
Unlike the costumes and disguises that Magda and Zbigniew embrace, Gogol takes action by solemnly changing his name to Nikhil, the âone that should have beenâ given to him all those years ago. But even Gogol is acutely aware that this âscantâ persona leaves him having to repeatedly reinforce and assure others (and himself) of his identity. Gogol actually rejects the name âNikhilâ on his first day of preschool, foreshadowing the inward dissociation he experiences later in life. He is again âafraid to be Nikhil, someone he doesnât know.â
Similarly, the flask Gogolâs sister Sonia gives to him for his thirtieth birthday, inscribed with his new initials NG, becomes a symbol of his inability to âbreak from that mismatched nameâ. Lahiri indeed suggests that identities are unavoidably âengravedâ with the layered ârandomnessâ of their lives and cannot be easily dissolved.Â
And then he returned to New York, to the apartment theyâd inhabited together that was now all his. A year later, the shock has worn off, but a sense of failure and shame persists, deep and abiding. There are nights he still falls asleep on the sofa, without deliberation, waking up at three A.M. with the television still on. It is as if a building heâd been responsible for designing has collapsed for all to see. And yet he canât really blame her. They had both acted on the same impulse, that was their mistake. They had both sought comfort in each other, and in their shared world, perhaps for the sake of novelty, or out of the fear that that world was slowly dying. Still, he wonders how heâs arrived at all this: that he is thirty-two years old, and already married and divorced. His time with her seems like a permanent part of him that no longer has any relevance, or currency. As if that time were a name heâd ceased to use. (pp. 283-284)
For the majority of his life, Gogol alternates between feeling irritation and resentment for his Bengali heritage, and profoundly longing to be truly Indian. Gogol has several failed relationships and romantic encounters: Kim, with whom he introduces himself as Nikhil âfor the first time in his lifeâ, then Maxine, who attracted him with the âgift of accepting her lifeâ. But, like his indulgence of and immersion in the Ratliffâs self-satisfied American life, the interactions with these women feel like a âbetrayal of his ownâ culture, family and identity.Â
It is âfamiliarityâ that draws him to Moushumi, a childhood Bengali family friend with whom he âs[eeks] comfortâ in their shared culture. For Gogol, his relationship with Moushumi represents the possibility of salvaging a childhood he spent disliking, but for Moushumi itâs a betrayal of her principles of independence. She has âturn[ed] her backâ her Indian and American ties to embrace a third culture in France, a country with âno claimâ on her and none of the cultural pressures of her heritage.Â
Gogol longs - ironically - for stability and âfall[s] in love with Gothic architectureâ; he equates his failed marriage with Moushumi to a âbuilding heâd been responsible for designingâ. This is essentially Gogolâs way of dealing with the trauma of his divorce, translated into a form he can understand and process. And yet, even a year after their separation, a âsense of failure and shame persists, deep and abidingâ - Lahiri suggests that trauma, grief and heartbreak are embedded into our identities and we donât require a set length of time to accept them.Â
Both Moushumi and Gogol come to realise that they were sustained merely by âthe same impulseâ to erase discomfort, their marriage âcollaps[ing] for all to seeâ. Their relationship becomes meaningless and their time together dissolves like a âname [Gogol had] ceased to useâ. Lahiri conveys that re-entering and recreating a life once discarded (as harshly as Gogol discards his own name) is impossible, even irrational.Â
3. Memory and Retrospect
It is no surprise that retrospect and remembrance emerge as central themes in both Reckoning and The Namesake . Gogolâs resented ânamesakeâ itself is a conduit for redemptive memory, whilst Magda ascertains the value of history to âsalvageâ the present.
I wanted to know; I didnât want to know. Without realising it I plotted a course somewhere between the two. My father, unable to get any further with his own attempts at a reckoning, had simply closed the door on the past. And now I was about to open that door. (p. 290)
Retrospect specifically becomes a vital motif in Reckoning as Szubanski uses her memoir to âjoin up the dots of [her]selfâ and gain perspective on her fatherâs âunresolved and unexamined feelingsâ. Through her adult perspective, she reflects on her early doubts as she is finally able to appreciate and understand her heritage, reading â Dni Powstania â and âExodusâ on the Polesâ shame. Although Magda and Zbigniew â[pull] in opposite directionsâ for most of her life, only by becoming the âcollector of [Zbigniewâs]âŚstoriesâ and taping his âconfessionâ are the two brought to some level of understanding. Magda is finally able to â rozumiesz â (to understand) that her father had ânever helped the Nazisâ, and on some level, âfeel the feelings [her] father could not allow himselfâ. Perhaps more importantly, Zbigniew is able to share the paradoxical nature of his guilt - âwhat he had done in the name of goodâ - feeling neither âashamedâ nor âproudâ of his past. His reflection through the outlook of a âhalf old, half youngâ version of himself mirrors Magdaâs own introspection - in this sense, the ways in which Magda and Zbigniew are resolving (or at least learning to accept) trauma are ârepeat[ing like]âŚhistoryâ in their family.Â
I was never told anything much about Luke. But my motherâs eyesâbeneath the humourâwere haunted by a deep, fretting sadness. Behind the querulous hypervigilance, the nitpicking, the irritability, there cowered a terrified child. A child full of panicky uncertainty about everything. I wanted to reach back and grab her hand and pull her through time andâŚwhat? I wanted to hug my mother when she was a child, to tell her everything was all right. (p. 336)
Szubanski observes how generations of poverty and war have shaped her motherâs âflintyâ, unyielding determination to âjustâŚget on with itâ and move on from adversity. Her âdeep, fretting sadnessâ hidden âbeneath [her] humourâ is compassion and grief for her father, Luke, who âwoke every night screamingâ after the war. This resonates strongly with Magda because her own fatherâs war experience mirrors Lukeâs. The two families (Magdaâs family, and her motherâs family) are forced to â[walk] on eggshells for fear of detonating [them]â.Â
However, Magda is able to understand that her motherâs capricious tendency to âcling like a python then turn and snap like a crocodileâ is a product of her trauma, which allows Magda to understand Margaretâs character on a more intimate and genuine level. Magda, as a neglected and âterrified childâ with âpanicky uncertaintyâ herself, empathising with Margaretâs own troubled childhood allows Magda to offer her mother the comfort and support she craved when struggling alone beneath Zbigniewâs âexactingâŚstandardsâ. Through this, Szubanski seems to suggest that although the legacy of trauma is an ongoing and deeply complex process, âreach[ing] backâ to process unresolved traumas together becomes a precious and vital way to âsalvageâ bruised relationships.Â
There is no question of skipping this meal; on the contrary, for ten evenings the three of them are strangely hungry, eager to taste the blandness on their plates. It is the one thing that structures their days: the sound of the food being warmed in the microwave, three plates lowered from the cupboard, three glasses filled. The rest of itâthe calls, the flowers that are everywhere, the visitors, the hours they spend sitting together in the living room unable to say a word, mean nothing. Without articulating it to one another, they draw comfort from the fact that it is the only time in the day that they are alone, isolated, as a family; even if there are visitors lingering in the house, only the three of them partake of this meal. And only for its duration is their grief slightly abated, the enforced absence of certain foods on their plates conjuring his father's presence somehow. (pp. 180-181)
Even in death, Ashokeâs spirit is able to heal his fractured, grief-ridden family - truly and ultimately âtranscend[ing] griefâ, fulfilling the destiny his nameâs meaning set out for him. Surrounded by meaningless condolences and forced sympathy - the âcallsâ, the âflowersâ and the âvisitorsâ - the Ganguli family is left âunable to say a wordâ or process their loss in a safe and judgement-free space. The âmournerâs dietâ that sustains them, even in all its âblandnessâ, is able to âslightly [abate]â their grief; it âconjur[es Ashokeâs] presenceâ and unites the âisolatedâ Gangulis âas a familyâ. Ironically, these cultural traditions that young Gogol so adamantly refused become the âonly thing that seems to make senseâ. Preserving and honouring Ashokeâs memory, this forsaken custom becomes an unanticipated lifeline for a family torn apart by cultural expectations, irreconcilable differences and shared tragedy.Â
"Try to remember it always," he said once Gogol had reached him, leading him slowly back across the breakwater, to where his mother and Sonia stood waiting. "Remember that you and I made this journey, that we went together to a place where there was nowhere left to go." (p. 187)
Unlike Magda and Zbigniew who are able to reconnect in life, Gogolâs own poignant flashbacks with his father are cherished only after his death. However, it is only with this hindsight that Gogol is truly able to appreciate these initially resented, perhaps forgotten, moments as meaningful connections to his family. Gogolâs relationship with his father is tragically underpinned by a lifetime of misinterpretations and misunderstood trauma, the two unable to understand each otherâs disparate outlooks on life and culture. However, when they visit Cape Cod both Gogol and Ashoke are, if only momentarily, pioneers. They are exposed to the world, just as Ashoke had been when he migrated to America; the two travelling âtogether to a place where there was nowhere left to goâ.Â
Gogol indeed grapples with a desire for stability and meaning throughout his entire life, bewildered by the âunintendedâ series of âdefining and distressingâ events. However, family indeed becomes the source of true security for Gogol. âRemember[ing]âŚalwaysâ, he preserves the memory of his father, and resistant to time and change, it remains a comforting constant amidst the ârandomnessâ that characterises and complicates his familyâs life.
Get exclusive weekly advice from Lisa, only available via email.
Power-up your learning with free essay topics, downloadable word banks, and updates on the latest VCE strategies.
latest articles
Check out our latest thought leadership on enterprise innovation., walkthrough of a full scoring vce oral presentation.
How To Incorporate Sunset Boulevard's Cinematic Features Into Your VCE Essay
VCE Creative Writing: How To Structure Your Story
Keep in touch
Have questions? Get in touch with us here - we usually reply in 24 business hours.
Unfortunately, we won't be able to answer any emails here requesting personal help with your study or homework here!
Copyright Š Lisa's Study Guides. All Rights Reserved. The VCAA does not endorse and is not affiliated with Lisa's Study Guides or vcestudyguides.com. The VCAA provides the only official, up to date versions of VCAA publications and information about courses including the VCE. VCEŽ is a registered trademark of the VCAA.
03 9028 5603 Call us: Monday to Friday between 3pm - 6pm or leave us a message and we'll call you back! Address: Level 2 Little Collins St Melbourne 3000 VIC
Frankenstein: Essay Topics & Samples
Choosing such a masterpiece to write about is a wise choice. Mary Shelley wasn’t even going to create this novel, so it is fair enough to doubt whether there is anything to analyze at all.
However, there are so many ideas for essay topics about Frankenstein ! The most prominent questions relate to moral values, gender inequality, power, and isolation.
This article by Custom-Writing.org experts is here to help you if you don’t know what to write about or have an abundance of choices. Check out the following list of 10 Frankenstein essay prompts that might inspire you to create an ideal paper.
- đĄ Essay Topics
- âď¸ Essay Samples
đĄ Frankenstein: Essay Topics
- Who is the actual Monster in Frankenstein ? When referring to Mary Shelley’s work, some people mistakenly think that Frankenstein is the name of the Monster. However, it can give some food for thought. Isn’t Victor the real creature of evil in this story ? The essay on who the real Monster in Frankenstein might cause a debate!
- The role of women in Frankenstein . You may write an essay about feminism in Frankenstein by looking at the female characters’ role in the book. You might have noticed that women are described as strong individuals. They can endure any challenge and overcome significant losses in their lives.
- Consider an essay on romanticism in Frankenstein . Even in such a dark novel, romantic motifs are hiding between death scenes. Mary Shelly refers to poetry quite a lot in the book. Your task would be to trace this connection and analyze the influence of romanticism on the story.
- Frankenstein as a warning about the dark sides of science. In this Frankenstein analysis essay, you should focus on science’s power and how it can be destructive. Nowadays, scientists are eager to achieve the same aim to create life. However, is it safe to play Gods this way? What may be the consequences?
- Victor Frankenstein : antagonist or protagonist? At first, the reader would assume that the Monster represents all the evil in this world. Later, however, he seems to be only a mere victim. Write this essay about Victor Frankenstein’s character analysis. Is he a real villain after what he’s done?
- The theme of loneliness in Frankenstein . It seems like Victor simply can’t accept his responsibility for the Monster’s loneliness. They both become isolated by one means or another. Compliment your writing with strong arguments to prove your point. Donât forget that using quotes is a great strategy that would be extremely useful in this Frankenstein essay.
- What are the fears of Mary Shelley hiding in Frankenstein ? Analyze the novel thoroughly to find its hidden meaning. There are themes of life and death, as well as the speeded up technological development. Some of them are the fears of the authors that may be relevant up to nowadays.
- Frankenstein : human ambition vs. nature. After reading the book, the reader finds Victor guilty of going against nature. But isnât it what humans have been doing for centuries now? Where is the line? Have we crossed it yet? In this Frankenstein essay example, you are invited to look at the novel as a warning.
- Mary Shelleyâs Monster: why do we tend to sympathize with him? In his desire for freedom from loneliness, the Monster tends to complain a lot. However, we donât perceive his words as whining. We pity him as an abandoned creature destined to suffer. What makes it so easy to sympathize with him?
- The theme of sickness in Frankenstein . Most of the main characters in the novel get unwell. The worst case is Victor’s recurring sickness. Admittedly, it is the result of the enormous amounts of stress he faces. What is the role of this element, though? Is he trying to escape the problems this way? Discuss these questions in your Frankenstein essay.
âď¸ Frankenstein: Essay Samples
Below youâll find a collection of Frankenstein essay examples. Use them for inspiration!
- Human Companionship in Mary Shelleyâs âFrankensteinâ
- The Science Debate: Mary Shelleyâs Frankenstein
- The Modern Prometheus: Frankenstein by Mary Shelley
- Injustice in Shelleyâs Frankenstein and Miltonâs Paradise Lost
- Mary Shelleyâs Frankenstein: Key Themes
- The Family Relationship in Frankenstein by Mary Shelley
- âYoung Frankensteinâ by Mel Brooks
- The Modern Prometheus: Analysis of Frankenstein by Mary Shelley
- Share to Facebook
- Share to LinkedIn
- Share to email
Victor Frankenstein, a young scientist, creates a human-like creature in the course of a scientific experiment. But the beast murders his family and runs away. Science, religion, moral values, and persistence: which qualities make up a real human being? This Frankenstein Study Guide answers all your questions about the novel....
This article by Custom-Writing.org experts contains all you need to know about the Mary Shelleyâs Frankenstein summary: a plot infographic of the book and a detailed description of the novelâs chapters. â Frankenstein: Plot Summary Mary Shelleyâs most famous novel is Frankenstein; or, The Modern Prometheus. It tells the tragic...
This article by Custom-Writing.org experts contains the description of Frankensteinâs characters: Victor Frankenstein character traits, the Monster, Robert Walton, Henry Clerval, and others. In the first section, youâll find a Frankenstein character map. đşď¸ Frankenstein: Character Map Below youâll find a character map of Frankenstein by Mary Shelley. đ¨âđŹ Victor...
This article by Custom-Writing.org experts provides an explanation of the themes of Frankenstein. The core issues represented in Mary Shelleyâs book are: dangerous knowledge, nature, isolation, monstrosity, and revenge. Keep reading to learn more about the theme of Frankenstein for your class or essay! đ What Are the Major Themes...
This article by Custom-Writing.org experts explains the symbolism in Frankenstein. The key symbols used by Shelley are fire and light. đĽ Fire in Frankenstein Let’s start with the fact that the novel’s full title is Frankenstein; or, The Modern Prometheus. It is not a coincidence. We can draw a parallel...
At some point in your studying, you might be asked to produce “The Yellow Wallpaper” analysis essay. Well, if you’re reading this, you have already received this task! Let’s start by choosing a suitable topic to write about. This article by Custom-Writing.org experts contains “The Yellow Wallpaper” essay topics, “The...
This article by Custom-Writing.org experts contains all the information about The Yellow Wallpaperâs characters: the narrator, John, Mary, and Jennie. At the end of the article, youâll learn who Jane is and how she’s related to The Yellow Wallpaper’s main character. đşď¸ The Yellow Wallpaper: Character Map Below youâll find...
This article by Custom-Writing.org experts provides a wide-ranging and diverse explanation of The Yellow Wallpaperâs themes. The core issues represented in Charlotte Perkins Gilmanâs short story are gender roles, mental illness, and freedom. Although the writer speaks about her own time, these themes are just as relevant today, if not...
This article by Custom-Writing.org experts contains a comprehensive analysis of literary devices in “The Yellow Wallpaper”: color symbolism, personification, point of view used by Gilman, foreshadowing, and an explanation of the endingâs meaning. đ The Yellow Wallpaper: Symbolism How unfortunate is it that a woman has a mental breakdown just...
This article by Custom-Writing.org experts contains all you need to know about the events in “The Yellow Wallpaper”: a short summary, a plot infographic, and a detailed description of the storyâs entries. In the first section, youâll find a synopsis of what happened in “The Yellow Wallpaper” by Charlotte Perkins...
The Metamorphosis is one of Kafkaâs best-known books. It is also one of the most intricate literary pieces in world literature. This is why coming up with an excellent The Metamorphosis essay topic can be challenging. The following list can help you to get started. See if any of these...
Since its publication in 1915, Kafkaâs The Metamorphosis puzzled readers and critics all over the world. The story centers around Gregor Samsaâs transformation into a gigantic insect. The situation is both surreal and unusual. However, the writer proceeds with the story in a realistic manner. Nevertheless, there is a lot...
The Whole Collection of Frankenstein Essay Topics
The history of âFrankensteinâ refers to those stories about which everyone has heard, but what is the essence? We often do not actually know. For example, many, referring to the story of Mary Shelley, think that Frankenstein is a fairy monster, while others believe that he is the creator of a monster. In fact, the story of Mary Shelley is just a sad omen of what is happening in the twentieth century.
âFrankensteinâ is a popular novel and usually students are assigned to write essays on it. If you face this problem, then we are here to help you by providing âFrankensteinâ essay topics. These topics can be used to write an essay or any other academic paper, and you can read them through and come up with your own ideas.
Frankenstein essay questions
- What are the moral implications of creating life, and how does Frankenstein prompt a philosophical analysis of the responsibilities of a creator?
- How does Mary Shelley utilize elements of the sublime in Frankenstein to evoke fear and awe in the reader?
- To what extent does the creatureâs identification with Satan, influenced by Paradise Lost, contribute to the themes portrayed in Frankenstein?
- How does the historical context of the French Revolution shape the themes of justice and retribution presented in Frankenstein?
- How does Frankenstein engage with questions of God, creation, and the human soul from the scope of religion and spirituality?
- How does Mary Shelleyâs novel interpret the themes of rebellion and its consequences seen in the classical Promethean myth in Frankenstein?
- How does gaining new knowledge influence the charactersâ perceptions of themselves and the world in Frankenstein?
- What does Frankenstein channel about the dangers of unchecked scientific advancement through its critique of scientific ethics?
- How does Frankenstein engage with the themes of individualism, emotion, and the sublime, characteristic of the Romantic era?
- What commentary does Frankenstein provide on exploiting nature and human beings for personal gain and ambition through the novelâs portrayal of colonialism and imperialism?
Analytical essay topics for Frankenstein
- Analyze the theme of loneliness in the novel âFrankenstein.â
- Analyze the nature of the betrayal and show how it contributes to the meaning of the work as a whole.
- Analyze Mary Shelleyâs depiction of women in âFrankenstein.â How does she make them seem passive or submissive?
- Why is Frankensteinâs monster never given a name?
- Analyze how Frankensteinâs monster is responsible for the charactersâ deaths.
- How does Mary Shelly write âFrankensteinâ as her interpretation of how far humanity has steered away from the righteous path?
- Analyze the historical relevance of âFrankensteinâ by Mary Shelley focusing upon examples of the ideas concerning the reactions to the historical movements of the enlightenment, industrial revolution, and romanticism. Give examples of all three movements.
- Analyze the romantic elements of âFrankenstein.â
- Analyze philosophy in âFrankenstein.â
- Why does the author describe all women characters passive and self-sacrificing in the novel?
- âWoman has ovaries, a uterus: these peculiarities imprison her in her subjectivity, circumscribe her within the limits of her natureâ (quote by Simone de Beauvoir). How can we use this statement, and de Beauvoirâs The Second Sex, more generally in âFrankensteinâ?
- Who is more human, the monster or Frankenstein?
- What is revealed through symbolism, setting, and dialogue?
- Analyze motivations of the characters in âFrankenstein.â
- What does light and fire symbolize in the novel?
Compare and contrast Frankenstein paper topics
- It has been suggested in Gothic literature that âobsession leads to destruction.â Compare and contrast Shelley and Wildeâs presentation of Victor in âFrankensteinâ and Dorian in âA Picture of Dorian Greyâ in light of this view.
- Compare âFrankensteinâ and âA Sound of Thunderâ and 1 Samuel 28 King James Version (KJV) of the Bible.
- Compare âFrankensteinâ and âThe Mysteries of Udolpho.â
- Mary Shelleyâs âFrankensteinâ and Robert Stevensonâs âThe Strange Case of Dr. Jekyll and Mr. Hyde.â Compare and contrast the two novels in relation to this Stephen King quote: âHorror appeals to us because it says, in a symbolic way, things we would be afraid to say right out straight, with the bark still on; it offers us a chance to exercise (thatâs right; not exorcise but exercise) emotions which society demands we keep closely in hand.â
- Compare âFrankensteinâ and âThe Handmaids Tale.â
- Compare the âFrankensteinâ film and book.
- Compare âFrankensteinâ in artwork and film.
- Compare Victor Frankenstein and the monster. Consider their relationships with nature, desire for family, etc.
- Compare maturity in âFrankenstein,â âJulius Caesar,â and âBeowulf.â
- Compare âFrankensteinâ and âPerfume:The Story of a Murderer.â
- Compare the isolation of Frankenstein with Ebeneezer Scrooge in âChristmas Carol.â
- Both Mary Shelleyâs novel âFrankensteinâ (1818) and H.G. Wellsâ novel âThe Time Machineâ (1895) feature a scientist as the primary protagonist. Discuss the representation of the scientist in both novels.
- Compare and contrast âFrankensteinâ (the book by Mary Shelley) psychologically or historically using three scholarly articles (two articles to compare and one article to contrast).
- Compare and contrast the movie âThe Martianâ with Mary Shelleyâs book âFrankenstein.â
- Compare between Mary Shelleyâs âFrankensteinâ and Nathaniel Hawthornâs âThe Birthmark.â
- Victor Frankenstein and Beowulf are two protagonists that allowed their ambition to rule them. Discuss the differences and similarities between these two characters, and how their ambitions shaped not only their fate but also the outcome of the stories.
Descriptive essay topics for Frankenstein by Mary Shelley
- Describe how this book could have been considered offensive and not liked by religious folk.
- Describe âFrankensteinâ as romanticism.
- Describe feminist theory in âFrankensteinâ by Mary Shelley.
- Describe the influence âFrankensteinâ has had in pop culture and science.
- Describe Victor as the modern Prometheus.
- Describe the idea of exploration in the novel, and how it illuminates characters.
- Describe to what extent Mary Shelleyâs âFrankensteinâ inspired James Whaleâs 1930s film âFrankenstein.â
- Describe how Mary Shelleyâs âFrankensteinâ alludes to the myth of Prometheus?
- Describe how Mary Shellyâs life experiences and the death of family members has shaped the overall story of âFrankenstein.â
- Describe the ethical concerns Victor Frankensteinâs use of animal and human bodies might raise.
- Describe Frankensteinâs creature and the responsibility for his fate.
- Â Describe the difference of the term âmonstrosityâ between Victor Frankenstein and the monster he created.
- Describe the theme of kindness and compassion in âFrankenstein.â
- Describe feminism in âFrankenstein.â
- What is Victorâs greatest fear as he leaves for England? Describe the irony in his decision to continue.
Argumentative Frankenstein topics
- Victor and the creature present radically different perspectives in the events of âFrankenstein.â Explain the primary ways their perspectives and arguments differ. Whose viewpoint do you support? Write an essay in which you support Victorâs argument.
- How has âFrankenweenie,â a Tim Burton film, transformed Mary Shelleyâs âFrankensteinâ to appeal to modern audiences?
- To what extent does âFrankensteinâ support Mary Wollstonecraftâs claim that women were treated as inferior to men?
- How is âFrankensteinâ a romantic and horror novel?
- How does Darwin, âFrankenstein,â and âSpliceâ characterize gender behavior and emotions from 1871 through today?
- Is the creatureâs demand for a female companion a valid request? Examine the pros and cons of Victorâs compliance. Consider evidence provided by both Victor and the creature.
- What evidence suggests Victor feels responsibility for the murders? What evidence illustrates that he still blames the creature?
- How is Victorâs view of the Scottish Orkney a reflection of his emotional state?
- After watching his female companion torn to bits, the creature makes an eloquent defense and vows Victor will ârepent of the injuries (he) inflicts.â Is the creature justified in his feelings? Why or why not? What is Shelleyâs purpose in his defense?
- After hearing of Clervalâs murder, Victor falls ill once again. In agony, he wonders, âWhy did I not die?â What would your answer be? Is there a reason for his continued anguish?
- For Victor and his father, what purpose would a quick marriage to Elizabeth serve? Discuss the impact on Elizabeth. What role does she continue to play? Does her death alter or perpetuate that role?
- Discuss the irony in Victorâs statement to the magistrate: âMan, how ignorant art thou in thy pride of wisdom!â
- What is the motivation behind Victorâs vow to find and destroy his creature? Has he learned any lessons?
- How is Victor the true monster in âFrankensteinâ?
- Discuss the âhumanityâ of the monster in Mary Shelleyâs âFrankenstein.â
Persuasive essay topics
- Is the creature in âFrankensteinâ a zombie?
- Examine the relationship between Victor Frankenstein and his monster. How do they interact and communicate with each other? What qualities do the characters have in common, or not?
- How does âFrankensteinâ rely on the ideas, beliefs, or issues circulated in other texts?
- How does the creature of âFrankensteinâ form the archetypal monster/horror character?
- Why does Frankenstein create his creature?
- How is âFrankensteinâ both a romantic novel and a Gothic horror novel?
- âVictor Frankenstein and the monster share the same personality: like father, like son.â Defend or attack this statement.
- Does Frankenstein succeed in creating a âhumanâ life form very much like God does?
- Does Victor choose to be alienated because of his desire for knowledge?
- Does âFrankensteinâ present the value of the domestic circle?
- Does Victorâs act of creation result in the destruction of everyone dear to him?
- Does âFrankensteinâ show that human beings are deeply ambitious?
- How does the monster turn to revenge after it is abandoned and mistreated?
- Do in the crises and suffering in âFrankensteinâ result when imperfect men disturb natureâs perfection?
- How is the power of nature depicted in âFrankensteinâ?
If you are writing an essay on âFrankensteinâ for the first time, then our âFrankensteinâ essay topics will be a great help for you. If you paid attention to our topics, you can get a perfect theme for your essay, or even research paper or term paper. If you donât even have a hint on how to write your paper, check out our blog for guides that describe how to write different types of papers in detail. Or hire an essay writer to help you with writing a unique paper.
Photo by maraisea from Pixabay
9 thoughts on “ The Whole Collection of Frankenstein Essay Topics ”
Guys, you are the best***
Highly reccomend my writer! He is really professional!
If you are looking among Frankenstein research paper topics, this article is the most useful I found from all Internet sources.
I want to express my pleasure working with this service!
I still afraid I am not in time with my essay on Frankenstein. Is here anybody to help me with it?
Our writers will help you with pleasure. Just tell your requirements and get the desired help.
Shark provides me with great Frankenstein essay topics. What can be better than teacher’s approval?
These essay topics for Frankenstein made up my mind what I want to write about. Great compilation ever!
My Frankenstein essay was booming in class. Everybody were listening only to me! My topic is the most interesting among all!
Leave a Reply Cancel reply
Your email address will not be published. Required fields are marked *
Save my name, email, and website in this browser for the next time I comment.
What our customers say
Our website uses secure cookies. More details
Get professional help from best writers right from your phone
Grab our 3 e-books bundle for $27 FREE
- International
- Education Jobs
- Schools directory
- Resources Education Jobs Schools directory News Search
Novel Study Worksheets on "Frankenstein" by Mary Shelley
Subject: English
Age range: 16+
Resource type: Worksheet/Activity
Last updated
4 September 2024
- Share through email
- Share through twitter
- Share through linkedin
- Share through facebook
- Share through pinterest
This Fantastic English Teaching Resource is a Novel Study Worksheets Activity (4 PDF Printable pages) on âFrankensteinâ by English author Mary Shelley
This Teaching Resource can be ideal for post-reading activities concerning this novel by Mary Shelley.
Ideal participants for this Activity are English Classes Students at High School and Middle School (7th -12th Grade; teens) .
This Novel Study on âFrankensteinâ includes:
- 1 part dedicated to General Information (Authorâs name, Genre and Original Language)
- 1 part dedicated to Charactersâ description
- 1 part dedicated to Placesâ description
- 1 part dedicated to Chaptersâ summaries
- 1 Writing Activity (8 Essay prompts)
Tes paid licence How can I reuse this?
Your rating is required to reflect your happiness.
It's good to leave some feedback.
Something went wrong, please try again later.
This resource hasn't been reviewed yet
To ensure quality for our reviews, only customers who have purchased this resource can review it
Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.
IMAGES
VIDEO
COMMENTS
6 min. 4,460. Welcome to the Frankenstein Essay Topics page prepared by our editorial team! Here, you'll find a selection of top ideas, questions, and titles for any academic paper. We have topics about Frankenstein's literary analysis, characters, themes, and more. We will write a custom essay specifically for you by our professional experts.
Mary Shelley's Frankenstein continues to be one of the most read books 200 years after it was written. In your Frankenstein essay, you might want to analyze good vs. evil characters in the novel. Another option is to write about the Monster and his role in the book. The theme of humanity is also worth focusing on.
Frankenstein Essay Questions. 1. Discuss similarities between Frankenstein's monster and the text of the novel as a whole. Both the monster and the text of the novel are objects that have been created by salvaging older materials. In the case of the monster, Frankenstein built his body out of dead body parts; he also learned how to think, read ...
Suggested Essay Topics. 1. Why do you think Robert Walton is so eager to visit such a hostile environment? 2. Discuss the similarities between Robert Walton and Victor Frankenstein, the man he ...
đ Frankenstein: Essay Samples List. Frankenstein, by Mary Shelley, is famous all over the world.School and college students are often asked to write about the novel. On this page, you can find a collection of free sample essays and research papers that focus on Frankenstein.Literary analysis, compare & contrast essays, papers devoted to Frankenstein's characters & themes, and much more.
Suggested Essay Topics Topics for Discussion ... Frankenstein Questions and Answers. Frankenstein Study Tools
Sample Essay Outlines. Discuss the true nature and personality of the creature in Shelley's Frankenstein. I. Thesis Statement: Although the creature behaves viciously and murders several people ...
Thanks for exploring this SuperSummary Study Guide of "Frankenstein; or, The Modern Prometheus" by Mary Shelley. A modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.
Frankenstein study guide contains a biography of Mary Shelley, literature essays, a complete e-text, quiz questions, major themes, characters, and a full summary and analysis. ... Frankenstein Questions and Answers. The Question and Answer section for Frankenstein is a great resource to ask questions, find answers, and discuss the novel.
Frankenstein Essay topics Your essay must be written according to MLA format and must contain a clear introduction, main body, and conclusion. The essay is a combination of your original words and quotations from the text, and should be about two to three pages. This figure does not include the works cited page, which must accompany the final ...
Here, you might write a persuasive essay or a more formal argumentative essay about fate and destiny in Frankenstein. 6. Forgiveness and compassion. Everyone seems to be seeking revenge in this novel. But if you look closely, the theme of forgiveness and compassion also runs through the storyline.
Looking for Frankenstein questions and answers? âď¸ In our guide on the Shelley's novel, you'll find out which theme best fits the story of Frankenstein learn more about the book. ... Essay Topics. Questions & Answers. Mary Shelley: Biography. Show more Cite this page You're welcome to use this study guide in your assignment. Be sure to cite ...
Critical Survey of Science Fiction and Fantasy Frankenstein Analysis. PDF Cite. Mary Shelley wrote Frankenstein as part of a friendly ghost story writing competition with her husband, Percy Bysshe ...
Frankenstein is a Gothic novel. The genre emerged in the eighteenth century, and was characterised by elements of mystery, horror and the supernatural. Such elements are manifested in the novel by Shelley's use of isolated settings and dark undertones. Through her main plot of raising the dead to create a living creature, Shelley stays true ...
Frankenstein Essay Topics. When you include an essay in your unit on ''Frankenstein,'' you help your students explore the major themes of the classic on their own. Here are prompts for expository ...
Below you'll find a collection of Frankenstein essay examples. Use them for inspiration! Human Companionship in Mary Shelley's "Frankenstein". The Science Debate: Mary Shelley's Frankenstein. The Modern Prometheus: Frankenstein by Mary Shelley. Injustice in Shelley's Frankenstein and Milton's Paradise Lost.
Descriptive essay topics for Frankenstein by Mary Shelley. Describe how this book could have been considered offensive and not liked by religious folk. Describe "Frankenstein" as romanticism. Describe feminist theory in "Frankenstein" by Mary Shelley. Describe the influence "Frankenstein" has had in pop culture and science.
Written and published in 1816-1818, Frankenstein typifies the most important ideas of the Romantic era, among them the primacy of feelings, the dangers of intellect, dismay over the human capacity ...
This Novel Study on "Frankenstein" includes: 1 part dedicated to General Information (Author's name, Genre and Original Language) 1 part dedicated to Characters' description; 1 part dedicated to Places' description; 1 part dedicated to Chapters' summaries; 1 Writing Activity (8 Essay prompts)