In every story, characters play a vital role in conveying the message and the author takes credit for creating the tone of the story through the usages of dictions, language level, imagery, details, and structure. Dictions is a choice of words which occur in almost all of the other elements such as language level. In the production of particular tone for the story, the author always focuses on the diction that covers the language level, imagery, details, and structure. Similarly, Mary Shelly( the author of "The creature's request") construct an antagonistic relationship between Frankenstein and his creature through the tone of the story which is created by the dictions, language level, imagery, details, and structure. In the excerpt from Frankenstein: The creature's Request, the language level of the author is advanced and descriptive that aided in building the specific tone of the story. Besides, the diction is evaluated to find out the language level. For …show more content…
Details are mostly searched up in the text to find out what's going on in the text. An example of the detail in this excerpt is "Remember; thou hast made me more powerful than thyself: my height is superior to thine, my joints more supple." It stated that the Frankenstein's creature is giant and robust one. The concise details like this will unknowingly create an image in the reader's mind. In conclusion, the author uses diction, language level, syntax, details, and imagery to create the tone of this excerpt. Besides, the Frankenstein and his creature are not in a good mood in the story. The creator( Frankenstein) loses his trust in the creature as the being slaughter several humans. Overall, the wrath of the Frankenstein towards his creation shows that he's not righteous guardian( parent) as he doesn't want to teach the creature what's the right thing to do or
In chapter five of Mary Shelly's Frankenstein she uses horrific imagery, graphic diction and and over use of semicolons and comas, in one particular for a monstrous list, all to create a pervasive atmosphere. In the first paragraph Mary uses diction such as “dreary”, “agony”, and “convulsive”, she doesn't only use this type of diction in the first paragraph but through out the entire chapter. Her choice of diction stands out because it give the reader that dark mood Mary wants the reader to understand. Shelly's diction is full of dark, dreary feelings to give the reader that horrified impression.
Frankenstein, a novel first published in the year 1818, stands as the most talked about work of Mary Shelley’s literary career. She was just nineteen years old when she penned this novel, and throughout her lifetime she could not produce any other work that surpasses this novel in terms of creativity and vision. In this novel, Shelley found an outlet for her own intense sense of victimization, and her desperate struggle for love. Traumatized by her failed childbirth incidents, troubled childhood, and scandalous courtship, many of Shelley’s life experiences can be seen reflected in the novel. When discussing the character and development of the monster, Shelley launches an extensive discussion on the
In Mary Shelley’s Frankenstein a story that contains stories inside each other portrayed in letters. The diction Shelley used captured the feeling of abandonment and sorrow that the monster felt through his perspective and Victor was able to acknowledge the emotion as well. Victor also went through the feeling of sorrow because the very thing he created destroyed his whole family. Throughout the story, Shelley goes back and forth from writing from Victor point of view and the other characters point of view through the letters. The structure of this book is quite unique in the sense of communication through the characters in the novel. The diction used was complex and abstract. The diction allowed the audience to connect to the characters and
Frankenstein Diction, “the choice and use of words and phrases in speech or writing”. Diction develops the tone and mood in every novel, whether the author is just using words or phrases to do so, they both make the reader feel the same way reading the novel. Although diction, tone, and mood do not change the way people believe the story should go on, but they do change the overall view of the novel. In the novel, Frankenstein by Mary Shelley, Victor Frankenstein took many years researching and discovering how organisms more and function.. He eventually created his own and called it Frankenstein, this creation was made up of many different body parts making him have a horrendous body.
It reinforces the novel's central theme that the true monster is not the creature himself, but rather the societal prejudice and lack of empathy that lead to his suffering and, ultimately, his downfall. The creature's experience of social ostracism and the resulting psychological trauma emphasizes the critical importance of the creator-creation relationship and the ethical obligations that come with bringing new life into the world. Frankenstein presents many psychological and ethical questions surrounding the relationship between creators and their creations. Victor Frankenstein's abandonment of his creature can be seen as an act of parental neglect that leads to disastrous consequences. The creature confronts Frankenstein, saying, "I am thy creature, and I will be even mild and docile to my natural lord and king if thou wilt also perform thy part, the which thou owest me" (Shelley 93).
In the attached passage, Mary Shelley weaves numerous rhetorical devices and effectively utilizes different styles of syntax to enhance the explanation of how Frankenstein becomes interested in chemistry and decides to make his own accomplishment in science.
In Mary Shelley’s Frankenstein, the narrator, Dr. Frankenstein, enhances an atmosphere of horror through diction and imagery, which creates escalating a tone of darkness. Frankenstein had been working on this experiment for months, and on a late, fall night it finally presents itself. The narrator is extremely anxious, and images of a lack of light, his “candle… nearly burnt out,” promotes a tone of fear and disquietness. Frankenstein means to contrast the living and the dead by reviving a “lifeless thing,” but ends up locating the peak of dread.
“Nurture vs. Nature”, are some individuals destined to become evil? Or does the environment and experiences of the individual shape who they are? In Mary Shelley’s novel “Frankenstein” there is a character (the creature) that these questions apply to. Through her use of diction, changes in perspective, and imagery, she was able to make the creature seem more human than creature by making the reader sympathize with the creature.
Mary Shelley’s use of the elements in Frankenstein aid in developing different moods experienced throughout the novel. Habitually describing details of the existing weather, she is able to relate it to the emotions of her characters. Whether the conditions are malevolent or delightful, she never fails to help the reader recognize the indication of an emotion or incident that will soon occur in the story.
Listening to the monster’s story for the first time, it becomes evident to both the reader and Frankenstein that the monster initially lacked knowledge and experience with the world, however it adapted through trial-and-error and adjusting its actions based on newfound knowledge. This is especially proven when the monster was incapable of even being able to discern between its senses; it took him “a long time before [he] learned to distinguish between the operations of [his] various senses” (Shelley 70). Shelley shows that, despite having a fresh slate, the monster had a developed body and brain. After being abandoned by Victor, the monster had to get accustomed to bright and dark, cold and heat, and hunger. Just as a child would, the monster learned about the world from making mistakes. For example, when he “found a fire which had been left by some wandering beggars, and was overcome with delight at the warmth [he] experienced from it,” and “thrust [his] hand into the live embers, but quickly drew it out again with a cry of pain” (Shelley 71). Probably the biggest parallel between the monster and a child would be with learning how to communicate. While learning about the world, the monster found that humans fear it, and run away from it. As a result, the monster stayed away from humans and found refuge near a cottage. The monster tries to learn the language by listening to the group of cottagers converse. He “found that … people possessed a method of
In this passage from Mary Shelley’s Frankenstein, the creature recounts his earliest memories in a conversation with his creator, Victor Frankenstein. The author uses obscure diction and infantile imagery to convey the impression of the creature as a baby just learning about life and the world.
Mary Shelley’s Frankenstein has several literary devices- such as structure, imagery, and many intricate details. She perfectly places words and puts them in such a way that the passage has a dual tone. Shelley begins with establishing the monster’s nature as being peaceful, because he wanted to reason with Victor. Him wanting to reason shows the importance of his decision to meet with Victor and shows that even though he has been through a great deal, he is still respectable to others. The audience gets to see the creature’s humble nature and makes the audience feel sympathetic towards him. This creates a peaceful tone to the passage. The monster wants to be loved by “any being and if they showed benevolence to me, I would return them hundred an hundred fold” (Shelley 148). The creature’s begging makes it sound like Victor will answer his plea. Using a broad term like “being”, demonstrates the monster’s need to be loved, putting him in a position with the audience again feeling empathetic towards him. Eventually, Victor’s compassion begins to fluctuate. The desperation the creature has looks like the desperation a human might have. This only gives the readers another reason to relate to him which leads to the other tone, impossible. Victor’s unreasonableness heightens this shared discontent as not only has the build up of the creature’s wistful nature made him an utmost identifiable character, but our views are adjusted in such as way that Frankenstein is seen
Both Frankenstein and the monster use of parallel language to convey their unceasing curiosity and thirst for knowledge, which eventually lead to the self-damaging character apparent in society. One example illustrates, Frankenstein studying sciences at Ingolstadt, he becomes obsessed with learning how bodies live and die. With Frankenstein’s break from reality, he begins to warn Walton of his regrets due to his curiosity, Frankenstein confesses, “I then was, to your destruction and infallible misery. Learn from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge” (Shelley 53). Frankenstein learns what comes with the abundance of knowledge, it leads to devastation and isolation. Frankenstein’s use
List at least three examples of diction in the text that add to the overall tone. Explain how each word contributes to the emotional power of the piece, hospitality, the author uses this word to attempt to create a positive feeling in the story to show that they want hospitality inside the cyclopes home. Exquisite, the author uses this word to give a positive feeling in the story. . Savages, this word contributes to the emotional power of the piece, because it’s telling the reader what these people could be.
Throughout the novel Frankenstein written by Mary Shelley, the creature is subjected to countless acts of violence and rejection. For a monster to develop, one must have been formerly exploited either by an individual or their society. The creature is not only a physical product of science, but his atrocious behavior is also an explicit result of Victor’s actions toward him. The creature was not born a monster, but slowly morphed into one as he experiences violence and rejection from his society.