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Thursday, December 11, 2008
Tuesday, November 4, 2008
Verbs
Verbs are the most important words in a sentence. Verbs are the first of the eight parts of speech that we will be studying. Most verbs are action words, but a few verbs indicate state of being or existence. The first lessons will be about verbs, and how they are recognized and used.
Find the verbs in the following sentences. They are action verbs.
The wolf ran across the sand.
Sit down.
The dog barked at the man.
Answer:
The verbs in the sentences are ran, sit, and barked. All three verbs are action verbs since they show action. Action verbs are the most common verbs.
**************************
Find the verbs in these sentences. These verbs will be state of being verbs.
My uncle is a pilot.
The pie looks good.
You seem upset.
Answer:
The verbs in the sentences are is, looks, and seem. These verbs are state of being or linking verbs. Some common linking verbs are is, am, are, was, were, be, being, been, seem, look, feel, and become. They do not show action. They just show that something exists.
********************
Pick out the verbs in these sentences and tell whether they are action verbs or linking verbs.
Suddenly someone sneezed loudly.
There are holes in my shirt.
He appears happy.
The image appeared in the mirror.
Answer:
The verbs are sneezed, are, appears, and appeared. Sneezed and appeared are action verbs. Are and appears are linking or state of being verbs. Some verbs like appear can be either action or linking verbs. It depends on whether it shows action or not. Appears above is like saying seems which shows no action while appeared above shows the action of the image.
**************************
Sometimes a verb can be more than one word. When a verb is more than one word, it is called a verb phrase. Verb phrases can be two, three, or four words. Verb phrases are made by using auxiliary or helping verbs. What are the verb phrases in these sentences?
You are going to Seattle.
You have been resting too much.
We must be early.
I will be finished shortly.
Answer:
The verb phrases are are going, have been resting, must be, and will be finished. These sentences all have what are called auxiliary or helping verbs. I will refer to them as helping verbs. There are twenty-three (23) helping verbs that should be memorized since they are used so often. If you memorize them, it will make knowing and understanding verbs much easier. They are usually grouped in the following five groups:
Group 1: is, am, are, was, were, be, being, been
Group 2: has, have, had
Group 3: do, does, did
Group 4: shall, will, should, would
Group 5: may, might, must, can, could
***********************
Some of the helping verbs can be used alone as the main verb. Is, am, are, was, and were can be used alone as linking or state of being verbs. Has, have, had, do, does, and did always show action when used alone. Be, being, and been can be used with other verbs either to show action or state of being. The other helping verbs cannot be used alone but only as helping verbs.
Find the verb or verb phrases in these sentences.
She has too many friends.
You do beautiful work.
I was in Canada last week.
You are being very stubborn.
Answer:
The verb and verb phrases were has, do, was, and are being. Has and do are action verbs, and was and are being are state of being verbs.
**************************************************************
List the verbs or verb phrases in the sentences, and tell whether they are action verbs or state of being verbs. For extra credit, find the helping verbs.
1. Jim plays basketball.
2. They will return on the airplane.
3. Badger is a funny dog.
4. I have been here a long time.
5. I should have been playing the drum.
6. Go home.
Answers:
1. plays - action
2. will return - action
3. is - linking or state of being
4. have been - state of being
5. should have been playing - action
6. go - action
The helping verbs are will, have, should, have, and been. The been in sentence 4 is not a helping verb because it is the main verb. The last verb in a verb phrase is always the main verb.
********************
Pick out the verb phrases in the following sentences. Watch for the helping verbs.
I can understand his concern.
She must have told you ten times.
We shall go tomorrow.
The wind was howling all night.
Answer:
Can understand, must have told, shall go, and was howling are the verb phrases.
********************
The use of helping verbs causes certain changes in verb phrases that we need to be able to recognize. One change is the use of contractions. List the contractions in the following sentences.
I've done it again.
You aren't going with us.
She's staying to tend the kids.
Answer:
I’ve, aren’t, and she’s are contractions.
As mentioned before, it’s a good idea to memorize the helping verbs. If you haven’t memorized them, take a few minutes to learn them.
Group 1: is, am, are, was, were, be, being, been
Group 2: has, have, had
Group 3: do, does, did
Group 4: shall, will, should, would
Group 5: may, might, must, can, could
**************************
A helping verb may be connected with another word in a contracted form. The following sentences have verb phrases using contractions. Find the verb phrases in each sentence. Determine if the verb phases are action verbs or state of being verbs.
I've done it again.
You aren't going with us.
She's staying to tend the kids.
Answer:
The verb phrases are 've (have) done, are going, and 's (is) staying. Have and is are in contracted form. Are is connected to the contracted form of not. All three verb phrases are action verbs.
*************************
In sentences that are questions, the verb phrase is often separated by another word. Find the verb phrases in these sentences. Be sure to watch for another word separating the helping verb from the main verb.
Have you been driving long?
Where was the car parked?
Can I be of assistance?
Answer:
The verb phrases in the sentences are have been driving, was parked, and can be. The words separating the verb phrases are nouns and pronouns. This is very common in sentences that are questions. The first two verbs are action verbs, and the last verb is a state of being verb.
***************
Sometimes verb phrases are separated by words called adverbs. We will learn more about adverbs in later lessons. They are used often with verbs; however, they are not considered part of the verb phrase. What are the verb phrases in the three sentences? Are the verbs action verbs or state of being verbs?
You have not helped your father today.
I will soon be home.
The child had suddenly choked on the food.
Answer:
The verb phrases are have helped, will be, and had choked. The first and third sentences are action verbs, and the second sentence a state of being verb.
***********
Quiz:
List the verb phrases in the following sentences.
1. My wife is reading in the hammock under the tree.
2. The message can't be altered.
3. Somewhere a party is being planned.
4. Shouldn't I be a clown for Halloween?
5. I've run out of time.
Now write down as many of the twenty-three helping verbs as you can.
Answer:
The verb phrases are is reading, can be altered, is being planned, should be, and 've (have) run.
The twenty-three helping verbs are is, am, are, was, were, be, being, been, have, has, had, do, does, did, shall, will, should, would, may, might, must, can, and could.
************
Not and its contracted form n't are never part of the verb. Pick out the verb phrases in these sentences.
The game will not be finished for another hour.
The horse shouldn't have been worked so much.
Wouldn't you give me another chance?
Answer:
The verb phrases are will be finished, should have been worked, and would give. Not and n't are not part of the verb phrase. Verb phrases can have one, two or three helping verbs in them.
************************
Verb phrases with two or more helping verbs always keep a definite order. Most helping verbs can combine with other helping verbs but will not combine with all of them. Look at the examples below which are good combinations.
is being said, has been said, will be said, could have been said, may have said, had been said.
Now arrange the following helping verbs with the word in parentheses into a verb phrase. One of the helping verbs will not combine and must be left out.
Example: was, have, may (gone) = may have gone - was will not combine in this group.
1. am, will, being (fired)
2. been, could, does, have (learning)
3. might, do, have, been (sleeping)
4. must, were, be (discovered)
5. be, has, should (sold)
Answer:
1. am being fired
2. could have been learning
3. might have been sleeping
4. must be discovered
5. should be sold
*****************
We can change the form of a verb. (These changes in form are used in conjugations. We will talk about conjugations in later lessons.) For example, a verb can have an s added to it as in eat, eats or run, runs. Other changes could be eating, ate, or eaten for the verb eat. Run could be changed to running, or ran. Irregular verbs which we will cover later have several confusing changes.
Find the verb or verb phrases in these sentences. Take note of the different verb forms for come and sent.
I am coming in the morning.
I came as soon as possible.
She comes by every day.
Send me the package in the mail.
The new part was sent to me.
I am sending Jeff with the neighbors.
Answer:
The answers are am coming, came, comes, send, was sent, and am sending.
*******************
In this lesson pick out only the helping verbs used in the verb phrases.
1. He should have tried again.
2. The dog had suddenly come into the yard.
3. Has anyone taken out the trash?
4. Could they have been pointing at our car?
5. She's hoping for a call from her sister.
Answer:
1. should have
2. had
3. has
4. could have been
5. 's (is)
********************
Let's look at some sentences to review what we have learned. Remember that verbs either show action or state of being. Using helping verbs, we make verb phrases. Verb phrases may be separated by other words. Verb phrases follow a definite order and change form. Find the verb phrases and tell what kind of verbs they are.
I can understand your concern.
Is Mrs. Johanson going with you?
The rooms cannot be held any longer.
I haven't seen him for an hour.
Answer:
can understand - action
is going - action
can be held - action
have seen - action
******************
Answer each question true or false.
1. Verbs never change form.
2. A verb is never just one word.
3. Verb phrases keep a definite order.
4. There are twenty-three helping verbs.
5. Helping verbs cannot be the main verb.
6. Helping verbs can be action verbs.
7. Verb phrases can have three helping verbs.
8, Verbs can be in contracted form.
9. State of being verbs show action.
10. Verbs are the most important words in a sentence.
Answers:
1. false
2. false
3. true
4. true
5. false
6. true
7. true
8. true
9. false
10. true
Find the verbs in the following sentences. They are action verbs.
The wolf ran across the sand.
Sit down.
The dog barked at the man.
Answer:
The verbs in the sentences are ran, sit, and barked. All three verbs are action verbs since they show action. Action verbs are the most common verbs.
**************************
Find the verbs in these sentences. These verbs will be state of being verbs.
My uncle is a pilot.
The pie looks good.
You seem upset.
Answer:
The verbs in the sentences are is, looks, and seem. These verbs are state of being or linking verbs. Some common linking verbs are is, am, are, was, were, be, being, been, seem, look, feel, and become. They do not show action. They just show that something exists.
********************
Pick out the verbs in these sentences and tell whether they are action verbs or linking verbs.
Suddenly someone sneezed loudly.
There are holes in my shirt.
He appears happy.
The image appeared in the mirror.
Answer:
The verbs are sneezed, are, appears, and appeared. Sneezed and appeared are action verbs. Are and appears are linking or state of being verbs. Some verbs like appear can be either action or linking verbs. It depends on whether it shows action or not. Appears above is like saying seems which shows no action while appeared above shows the action of the image.
**************************
Sometimes a verb can be more than one word. When a verb is more than one word, it is called a verb phrase. Verb phrases can be two, three, or four words. Verb phrases are made by using auxiliary or helping verbs. What are the verb phrases in these sentences?
You are going to Seattle.
You have been resting too much.
We must be early.
I will be finished shortly.
Answer:
The verb phrases are are going, have been resting, must be, and will be finished. These sentences all have what are called auxiliary or helping verbs. I will refer to them as helping verbs. There are twenty-three (23) helping verbs that should be memorized since they are used so often. If you memorize them, it will make knowing and understanding verbs much easier. They are usually grouped in the following five groups:
Group 1: is, am, are, was, were, be, being, been
Group 2: has, have, had
Group 3: do, does, did
Group 4: shall, will, should, would
Group 5: may, might, must, can, could
***********************
Some of the helping verbs can be used alone as the main verb. Is, am, are, was, and were can be used alone as linking or state of being verbs. Has, have, had, do, does, and did always show action when used alone. Be, being, and been can be used with other verbs either to show action or state of being. The other helping verbs cannot be used alone but only as helping verbs.
Find the verb or verb phrases in these sentences.
She has too many friends.
You do beautiful work.
I was in Canada last week.
You are being very stubborn.
Answer:
The verb and verb phrases were has, do, was, and are being. Has and do are action verbs, and was and are being are state of being verbs.
**************************************************************
List the verbs or verb phrases in the sentences, and tell whether they are action verbs or state of being verbs. For extra credit, find the helping verbs.
1. Jim plays basketball.
2. They will return on the airplane.
3. Badger is a funny dog.
4. I have been here a long time.
5. I should have been playing the drum.
6. Go home.
Answers:
1. plays - action
2. will return - action
3. is - linking or state of being
4. have been - state of being
5. should have been playing - action
6. go - action
The helping verbs are will, have, should, have, and been. The been in sentence 4 is not a helping verb because it is the main verb. The last verb in a verb phrase is always the main verb.
********************
Pick out the verb phrases in the following sentences. Watch for the helping verbs.
I can understand his concern.
She must have told you ten times.
We shall go tomorrow.
The wind was howling all night.
Answer:
Can understand, must have told, shall go, and was howling are the verb phrases.
********************
The use of helping verbs causes certain changes in verb phrases that we need to be able to recognize. One change is the use of contractions. List the contractions in the following sentences.
I've done it again.
You aren't going with us.
She's staying to tend the kids.
Answer:
I’ve, aren’t, and she’s are contractions.
As mentioned before, it’s a good idea to memorize the helping verbs. If you haven’t memorized them, take a few minutes to learn them.
Group 1: is, am, are, was, were, be, being, been
Group 2: has, have, had
Group 3: do, does, did
Group 4: shall, will, should, would
Group 5: may, might, must, can, could
**************************
A helping verb may be connected with another word in a contracted form. The following sentences have verb phrases using contractions. Find the verb phrases in each sentence. Determine if the verb phases are action verbs or state of being verbs.
I've done it again.
You aren't going with us.
She's staying to tend the kids.
Answer:
The verb phrases are 've (have) done, are going, and 's (is) staying. Have and is are in contracted form. Are is connected to the contracted form of not. All three verb phrases are action verbs.
*************************
In sentences that are questions, the verb phrase is often separated by another word. Find the verb phrases in these sentences. Be sure to watch for another word separating the helping verb from the main verb.
Have you been driving long?
Where was the car parked?
Can I be of assistance?
Answer:
The verb phrases in the sentences are have been driving, was parked, and can be. The words separating the verb phrases are nouns and pronouns. This is very common in sentences that are questions. The first two verbs are action verbs, and the last verb is a state of being verb.
***************
Sometimes verb phrases are separated by words called adverbs. We will learn more about adverbs in later lessons. They are used often with verbs; however, they are not considered part of the verb phrase. What are the verb phrases in the three sentences? Are the verbs action verbs or state of being verbs?
You have not helped your father today.
I will soon be home.
The child had suddenly choked on the food.
Answer:
The verb phrases are have helped, will be, and had choked. The first and third sentences are action verbs, and the second sentence a state of being verb.
***********
Quiz:
List the verb phrases in the following sentences.
1. My wife is reading in the hammock under the tree.
2. The message can't be altered.
3. Somewhere a party is being planned.
4. Shouldn't I be a clown for Halloween?
5. I've run out of time.
Now write down as many of the twenty-three helping verbs as you can.
Answer:
The verb phrases are is reading, can be altered, is being planned, should be, and 've (have) run.
The twenty-three helping verbs are is, am, are, was, were, be, being, been, have, has, had, do, does, did, shall, will, should, would, may, might, must, can, and could.
************
Not and its contracted form n't are never part of the verb. Pick out the verb phrases in these sentences.
The game will not be finished for another hour.
The horse shouldn't have been worked so much.
Wouldn't you give me another chance?
Answer:
The verb phrases are will be finished, should have been worked, and would give. Not and n't are not part of the verb phrase. Verb phrases can have one, two or three helping verbs in them.
************************
Verb phrases with two or more helping verbs always keep a definite order. Most helping verbs can combine with other helping verbs but will not combine with all of them. Look at the examples below which are good combinations.
is being said, has been said, will be said, could have been said, may have said, had been said.
Now arrange the following helping verbs with the word in parentheses into a verb phrase. One of the helping verbs will not combine and must be left out.
Example: was, have, may (gone) = may have gone - was will not combine in this group.
1. am, will, being (fired)
2. been, could, does, have (learning)
3. might, do, have, been (sleeping)
4. must, were, be (discovered)
5. be, has, should (sold)
Answer:
1. am being fired
2. could have been learning
3. might have been sleeping
4. must be discovered
5. should be sold
*****************
We can change the form of a verb. (These changes in form are used in conjugations. We will talk about conjugations in later lessons.) For example, a verb can have an s added to it as in eat, eats or run, runs. Other changes could be eating, ate, or eaten for the verb eat. Run could be changed to running, or ran. Irregular verbs which we will cover later have several confusing changes.
Find the verb or verb phrases in these sentences. Take note of the different verb forms for come and sent.
I am coming in the morning.
I came as soon as possible.
She comes by every day.
Send me the package in the mail.
The new part was sent to me.
I am sending Jeff with the neighbors.
Answer:
The answers are am coming, came, comes, send, was sent, and am sending.
*******************
In this lesson pick out only the helping verbs used in the verb phrases.
1. He should have tried again.
2. The dog had suddenly come into the yard.
3. Has anyone taken out the trash?
4. Could they have been pointing at our car?
5. She's hoping for a call from her sister.
Answer:
1. should have
2. had
3. has
4. could have been
5. 's (is)
********************
Let's look at some sentences to review what we have learned. Remember that verbs either show action or state of being. Using helping verbs, we make verb phrases. Verb phrases may be separated by other words. Verb phrases follow a definite order and change form. Find the verb phrases and tell what kind of verbs they are.
I can understand your concern.
Is Mrs. Johanson going with you?
The rooms cannot be held any longer.
I haven't seen him for an hour.
Answer:
can understand - action
is going - action
can be held - action
have seen - action
******************
Answer each question true or false.
1. Verbs never change form.
2. A verb is never just one word.
3. Verb phrases keep a definite order.
4. There are twenty-three helping verbs.
5. Helping verbs cannot be the main verb.
6. Helping verbs can be action verbs.
7. Verb phrases can have three helping verbs.
8, Verbs can be in contracted form.
9. State of being verbs show action.
10. Verbs are the most important words in a sentence.
Answers:
1. false
2. false
3. true
4. true
5. false
6. true
7. true
8. true
9. false
10. true
Monday, October 27, 2008
Chemical Changes
Grade Level(s): 6, 7, 8
OVERVIEW: The students will compare different types of chemical changes.
PURPOSE: By doing the following demonstrations, students will gain an understanding of how chemical reactions produce new substances.
OBJECTIVE(s): STUDENTS WILL BE ABLE TO:
Tell what a chemical change is.
List some of the chemical properties of common materials.
Understand how chemical changes affect their lives.
Be aware of some of the dangers of chemical changes.
BACKGROUND INFORMATION:
Chemical changes occur all the time in our daily lives. Chemical change causes a new substance to be formed from two or more different elements or compounds. Students need to have some understanding of elements and compounds when you do these experiments.
RESOURCES/MATERIALS:
You will need the following materials:
iodine
alcohol
starch
iron nail
yeast
sugar
milk
vinegar
toast
toaster
hot plate
small sauce pan
I usually catch students interest by doing a demonstration that show how explosive chemical changes can be. I put one half of an alkaseltzer tablet in an old plastic 35 mm film container. Add a small amount of water and put the lid on.
PLEASE MAKE SURE ALL STUDENTS ARE STANDING AWAY FROM THIS DEMONSTRATION, ALSO DON'T PUT THE CONTAINER DIRECTLY UNDER A LIGHT FIXTURE.
The following reaction will create some discussion. This is where I discuss the dangers of chemicals and their reactions.
ACTIVITIES AND PROCEDURES: You may choose to do the following as a class demonstration or if you choose you could have each student do the reactions. I believe it would be important for students to record observation and make some conclusions from those observations when they are done.
IF YOU CHOOSE TO LET EACH STUDENT DO THESE EXPERIMENTS, BE SURE THEY HAVE REVIEWED BASIC LAB SAFETY RULES. Listed below are some examples of materials and chemical changes that can be demonstrated with them. Discuss chemical changes developed by you or the students during the experiments. Be sure to discuss with the students how these chemical reactions affect their lives during or right after the demonstrations and/or experiments.
Add the following materials to each other to create the desired chemical reaction:
Material Chemical Changes
iodine changes to brown in alcohol change to blue in starch
wood ashes make into potash, water released
toast burn until charcoal
iron rusting of iron with water
lime quick lime changes to slaked lime
yeast forming of carbon dioxide in water
sugar heat changes to caramel
milk add vinegar to curdle
******************************
OVERVIEW: The students will compare different types of chemical changes.
PURPOSE: By doing the following demonstrations, students will gain an understanding of how chemical reactions produce new substances.
OBJECTIVE(s): STUDENTS WILL BE ABLE TO:
Tell what a chemical change is.
List some of the chemical properties of common materials.
Understand how chemical changes affect their lives.
Be aware of some of the dangers of chemical changes.
BACKGROUND INFORMATION:
Chemical changes occur all the time in our daily lives. Chemical change causes a new substance to be formed from two or more different elements or compounds. Students need to have some understanding of elements and compounds when you do these experiments.
RESOURCES/MATERIALS:
You will need the following materials:
iodine
alcohol
starch
iron nail
yeast
sugar
milk
vinegar
toast
toaster
hot plate
small sauce pan
I usually catch students interest by doing a demonstration that show how explosive chemical changes can be. I put one half of an alkaseltzer tablet in an old plastic 35 mm film container. Add a small amount of water and put the lid on.
PLEASE MAKE SURE ALL STUDENTS ARE STANDING AWAY FROM THIS DEMONSTRATION, ALSO DON'T PUT THE CONTAINER DIRECTLY UNDER A LIGHT FIXTURE.
The following reaction will create some discussion. This is where I discuss the dangers of chemicals and their reactions.
ACTIVITIES AND PROCEDURES: You may choose to do the following as a class demonstration or if you choose you could have each student do the reactions. I believe it would be important for students to record observation and make some conclusions from those observations when they are done.
IF YOU CHOOSE TO LET EACH STUDENT DO THESE EXPERIMENTS, BE SURE THEY HAVE REVIEWED BASIC LAB SAFETY RULES. Listed below are some examples of materials and chemical changes that can be demonstrated with them. Discuss chemical changes developed by you or the students during the experiments. Be sure to discuss with the students how these chemical reactions affect their lives during or right after the demonstrations and/or experiments.
Add the following materials to each other to create the desired chemical reaction:
Material Chemical Changes
iodine changes to brown in alcohol change to blue in starch
wood ashes make into potash, water released
toast burn until charcoal
iron rusting of iron with water
lime quick lime changes to slaked lime
yeast forming of carbon dioxide in water
sugar heat changes to caramel
milk add vinegar to curdle
******************************
Friday, October 24, 2008
Science
Here is some great websites to learn about the human body and the 5 senses. Good for grades k-8.
The Human Body
The senses
The Human Body
The senses
Pronouns
Parts of Speech - Pronouns
A pronoun is a word that replaces a noun or a group of words used as a noun. Pronouns are classified in five (5) different categories. They are personal pronouns, relative pronouns, demonstrative pronouns, indefinite pronouns, and interrogative pronouns. Some pronouns can appear in more than one classification. How the pronoun is used in the sentence determines its classification. In the next two weeks we will study the five kinds of pronouns.
Personal pronouns refer to (1) the speaker or speakers, which is called first person, and include the following pronouns: I, my, mine, me, myself, we, our, ours, us, ourselves; (2) those spoken to, which is called second person, and include the following pronouns: you, your, yours, yourself, yourselves; or (3) those spoken about, which is called third person, and includes the following pronouns: he, his, him, himself, she, her, hers, herself, it, its, itself, they, their, theirs, them, themselves. Personal pronouns can be singular (one) or plural (two or more) just as verbs and nouns.
Find the personal pronouns in these sentences.
1. She hit him on his head.
2. I saw you at your store.
3. He himself will be our new friend.
4. It will be hard for me to see you.
5. They always get angry at her and me.
Answers
1. She, him, his
2. I, you, your
3. He, himself, our
4. It, me, you
5. They, her, me
Pronouns
The word for which the pronoun stands is called its antecedent. It may be in the same sentence, in a previous sentence, or not given at all. An example would be The boy threw the football. He threw it over the fence. Boy is the antecedent for he, and football is the antecedent for it. A pronoun can be an antecedent for another pronoun. He likes his new car. He is the antecedent for his. The antecedent always comes before the pronoun for which it is the antecedent.
Pick out the pronouns and their antecedents in these sentences.
1. He ran after his dad.
2. Jennie wanted her doll for bedtime.
3. The rabbit hopped into its hole.
4. They will help you with your work themselves.
5. The teacher gave us homework everyday, and she made our lives miserable.
Answers
1. He is the antecedent for his.
2. Jennie is the antecedent for her.
3. Rabbit is the antecedent for its.
4. They is the antecedent for themselves, and you is the antecedent for your.
5. Teacher is the antecedent for she, and us is the antecedent for our.
Pronouns
Some personal pronouns are called possessives because they show whose something is. They are the following pronouns: my, mine, your, yours, his, her, hers, its, our, ours, their, and theirs. An example would be The money is mine. Mine tells whose money it is.
Find the possessive pronouns in the following sentences.
1. The new car is his.
2. Yours will be here tomorrow.
3. I like theirs best.
4. Should we go for a ride in his or hers.
Answers
1. his
2. yours
3. theirs
4. his, hers
Pronouns
The personal pronouns myself, yourself, yourselves, himself, herself, itself, ourselves, and themselves are compound personal pronouns combining the personal pronoun with self or selves. They are used as reflexive pronouns . Carl hurt himself is an example of a reflexive pronoun.
Find the reflexive pronouns in these sentences.
1. I should understand myself better.
2. Ann bought herself two new hamsters.
3. They can't help themselves.
4. The boy cut himself on the broken glass.
Answers
1. myself
2. herself
3. themselves
4. himself
Pronouns
The personal pronouns myself, yourself, yourselves, himself, herself, itself, ourselves, and themselves can also be used as intensive pronouns. An example would be Carl himself won the race.
Find the intensive pronouns in these sentences.
1. We ourselves went to the movie.
2. The man himself wrestled the alligator.
3. Jeanne herself gave us the gift.
4. They themselves had played until dark.
Answers
1. ourselves
2. himself
3. herself
4. themselves
Quiz
Find the personal pronouns. Tell if they are intensive, reflexive or possessive, and if they have an antecedent, name it.
1. I want you yourself to come tomorrow.
2. The decision itself is yours to make.
3. She gave herself up to the police.
4. My brother gave me his pet snake.
5. You can tie your shoe by yourself.
Answers
1. I, you and yourself are pronouns. Yourself is intensive and you is its antecedent.
2. Itself and yours are pronouns. Itself is intensive, and yours is possessive. Decision is the antecedent for itself.
3. She and herself are pronouns. Herself is reflexive and has she as the antecedent.
4. My, me and his are pronouns. My and his are possessives, and brother is the antecedent of his.
5. You, your and yourself are pronouns. Yourself is a reflexive pronoun, and you is the antecedent for your and yourself. Your is possessive.
Pronouns
Relative pronouns join dependent clauses to independent clauses. They are who, whose, whom, which, and that. For example, He found his money that he had lost. That joins the two clauses together into one sentence. Clauses will be taught in detail later.
Find the relative pronouns in the sentences, and see how many other pronouns you can find as a bonus.
1. I want the house, which is brick.
2. Jack ordered the meal that we picked up.
3. Freddie is the girl who won the contest.
4. Jon is a man on whom I can rely.
5. The student whose answer was wrong turned bright red.
Answers
1. Which is the relative pronoun, and I is also a pronoun.
2. That is the relative pronoun, and we is also a pronoun.
3. Who is the relative pronoun.
4. Whom is the relative pronoun, and I is also a pronoun.
5. Whose is the relative pronoun.
Pronouns
Demonstrative pronouns are pronouns that point out. They are this, that, these, and those. That is my hat. I like these not those.
Find the demonstrative pronouns in these sentences.
1. That is a great idea.
2. I will take those.
3. How much money do you want for this?
4. These are the shoes I want.
Answers
1. that
2. those
3. this
4. these
Pronouns
Indefinite pronouns are pronouns that do not point out specifically. They point out generally. They include such words as another, any, anybody, anyone, anything, both, each, either, everybody, everyone, everything, many, neither, nobody, none, no one, one, other, others, some, somebody, and someone.
Find the indefinite pronouns in the following sentences.
1. Everybody loves someone sometime.
2. Both of the students should hand in everything they have completed.
3. I didn't see anyone I knew.
4. If no one helps others, nothing gets done.
5. Somebody said that one should touch neither of them.
Answers
1. everybody, someone
2. both, everything
3. anyone
4. no one, others
5. somebody, one, neither
Pronouns
Interrogative pronouns ask questions. Who, whom, whose, which, and what are interrogative pronouns.
Find the interrogative pronouns in these sentences.
1. What is that?
2. Who is going with me?
3. Which is the right answer?
4. Whose was right?
5. To whom did you want to speak?
Answers
1. what
2. who
3. which
4. whose
5. whom
This lesson is a review of the five kinds of pronouns.
Find each pronoun and tell what kind it is. It is either personal, relative, demonstrative, indefinite, or interrogative.
1. From whom did you get that?
2. Neither of my brothers would read me the story.
3. You need someone who will be kind to others.
4. What does this have to do with me?
5. I liked the play that you hated.
Answers
1. whom - interrogative, you - personal, that - demonstrative
2. neither - indefinite, my - personal, me - personal
3. you - personal, someone - indefinite, who - relative, others - indefinite
4. what - interrogative, this - demonstrative, me - personal
5. I - personal, that - relative, you - personal
Quiz
Find each pronoun. Tell if it is personal, relative, demonstrative, indefinite or interrogative. List the antecedent if there is one. For each personal pronoun tell if it is possessive, intensive, or reflexive.
1. He himself had helped my mother do something.
2. Which is the right room for this?
3. These are mine. Whose are these?
4. This is the book that I would recommend to you.
5. Everyone has talents. Some have many. No one has none.
6. He found himself lost in his dream.
7. I myself heard him blame himself in front of everybody.
8. Neither of them has anyone who will help us.
9. Who would have guessed that that was wrong?
Answers
1. he - personal, himself - personal, intensive, my - personal, possessive. He is the antecedent for himself. (something is a noun)
2. Which - interrogative, this - demonstrative
3. These - demonstrative, mine - personal, possessive, Whose - interrogative, these - demonstrative
4. this - demonstrative, that - relative, I - personal, you - personal
5. everyone, some, many, no one, none - all are indefinite
6. he - personal, himself - personal, reflexive, his - personal. He is the antecedent for himself and his.
7. I - personal, myself - personal, intensive, him - personal, himself - personal, reflexive, everybody - indefinite. I is the antecedent for myself, and him is the antecedent for himself.
8. neither - indefinite, them - personal, anyone - indefinite, who - relative, us - personal
9. who - interrogative, that - relative, that - demonstrative
A pronoun is a word that replaces a noun or a group of words used as a noun. Pronouns are classified in five (5) different categories. They are personal pronouns, relative pronouns, demonstrative pronouns, indefinite pronouns, and interrogative pronouns. Some pronouns can appear in more than one classification. How the pronoun is used in the sentence determines its classification. In the next two weeks we will study the five kinds of pronouns.
Personal pronouns refer to (1) the speaker or speakers, which is called first person, and include the following pronouns: I, my, mine, me, myself, we, our, ours, us, ourselves; (2) those spoken to, which is called second person, and include the following pronouns: you, your, yours, yourself, yourselves; or (3) those spoken about, which is called third person, and includes the following pronouns: he, his, him, himself, she, her, hers, herself, it, its, itself, they, their, theirs, them, themselves. Personal pronouns can be singular (one) or plural (two or more) just as verbs and nouns.
Find the personal pronouns in these sentences.
1. She hit him on his head.
2. I saw you at your store.
3. He himself will be our new friend.
4. It will be hard for me to see you.
5. They always get angry at her and me.
Answers
1. She, him, his
2. I, you, your
3. He, himself, our
4. It, me, you
5. They, her, me
Pronouns
The word for which the pronoun stands is called its antecedent. It may be in the same sentence, in a previous sentence, or not given at all. An example would be The boy threw the football. He threw it over the fence. Boy is the antecedent for he, and football is the antecedent for it. A pronoun can be an antecedent for another pronoun. He likes his new car. He is the antecedent for his. The antecedent always comes before the pronoun for which it is the antecedent.
Pick out the pronouns and their antecedents in these sentences.
1. He ran after his dad.
2. Jennie wanted her doll for bedtime.
3. The rabbit hopped into its hole.
4. They will help you with your work themselves.
5. The teacher gave us homework everyday, and she made our lives miserable.
Answers
1. He is the antecedent for his.
2. Jennie is the antecedent for her.
3. Rabbit is the antecedent for its.
4. They is the antecedent for themselves, and you is the antecedent for your.
5. Teacher is the antecedent for she, and us is the antecedent for our.
Pronouns
Some personal pronouns are called possessives because they show whose something is. They are the following pronouns: my, mine, your, yours, his, her, hers, its, our, ours, their, and theirs. An example would be The money is mine. Mine tells whose money it is.
Find the possessive pronouns in the following sentences.
1. The new car is his.
2. Yours will be here tomorrow.
3. I like theirs best.
4. Should we go for a ride in his or hers.
Answers
1. his
2. yours
3. theirs
4. his, hers
Pronouns
The personal pronouns myself, yourself, yourselves, himself, herself, itself, ourselves, and themselves are compound personal pronouns combining the personal pronoun with self or selves. They are used as reflexive pronouns . Carl hurt himself is an example of a reflexive pronoun.
Find the reflexive pronouns in these sentences.
1. I should understand myself better.
2. Ann bought herself two new hamsters.
3. They can't help themselves.
4. The boy cut himself on the broken glass.
Answers
1. myself
2. herself
3. themselves
4. himself
Pronouns
The personal pronouns myself, yourself, yourselves, himself, herself, itself, ourselves, and themselves can also be used as intensive pronouns. An example would be Carl himself won the race.
Find the intensive pronouns in these sentences.
1. We ourselves went to the movie.
2. The man himself wrestled the alligator.
3. Jeanne herself gave us the gift.
4. They themselves had played until dark.
Answers
1. ourselves
2. himself
3. herself
4. themselves
Quiz
Find the personal pronouns. Tell if they are intensive, reflexive or possessive, and if they have an antecedent, name it.
1. I want you yourself to come tomorrow.
2. The decision itself is yours to make.
3. She gave herself up to the police.
4. My brother gave me his pet snake.
5. You can tie your shoe by yourself.
Answers
1. I, you and yourself are pronouns. Yourself is intensive and you is its antecedent.
2. Itself and yours are pronouns. Itself is intensive, and yours is possessive. Decision is the antecedent for itself.
3. She and herself are pronouns. Herself is reflexive and has she as the antecedent.
4. My, me and his are pronouns. My and his are possessives, and brother is the antecedent of his.
5. You, your and yourself are pronouns. Yourself is a reflexive pronoun, and you is the antecedent for your and yourself. Your is possessive.
Pronouns
Relative pronouns join dependent clauses to independent clauses. They are who, whose, whom, which, and that. For example, He found his money that he had lost. That joins the two clauses together into one sentence. Clauses will be taught in detail later.
Find the relative pronouns in the sentences, and see how many other pronouns you can find as a bonus.
1. I want the house, which is brick.
2. Jack ordered the meal that we picked up.
3. Freddie is the girl who won the contest.
4. Jon is a man on whom I can rely.
5. The student whose answer was wrong turned bright red.
Answers
1. Which is the relative pronoun, and I is also a pronoun.
2. That is the relative pronoun, and we is also a pronoun.
3. Who is the relative pronoun.
4. Whom is the relative pronoun, and I is also a pronoun.
5. Whose is the relative pronoun.
Pronouns
Demonstrative pronouns are pronouns that point out. They are this, that, these, and those. That is my hat. I like these not those.
Find the demonstrative pronouns in these sentences.
1. That is a great idea.
2. I will take those.
3. How much money do you want for this?
4. These are the shoes I want.
Answers
1. that
2. those
3. this
4. these
Pronouns
Indefinite pronouns are pronouns that do not point out specifically. They point out generally. They include such words as another, any, anybody, anyone, anything, both, each, either, everybody, everyone, everything, many, neither, nobody, none, no one, one, other, others, some, somebody, and someone.
Find the indefinite pronouns in the following sentences.
1. Everybody loves someone sometime.
2. Both of the students should hand in everything they have completed.
3. I didn't see anyone I knew.
4. If no one helps others, nothing gets done.
5. Somebody said that one should touch neither of them.
Answers
1. everybody, someone
2. both, everything
3. anyone
4. no one, others
5. somebody, one, neither
Pronouns
Interrogative pronouns ask questions. Who, whom, whose, which, and what are interrogative pronouns.
Find the interrogative pronouns in these sentences.
1. What is that?
2. Who is going with me?
3. Which is the right answer?
4. Whose was right?
5. To whom did you want to speak?
Answers
1. what
2. who
3. which
4. whose
5. whom
This lesson is a review of the five kinds of pronouns.
Find each pronoun and tell what kind it is. It is either personal, relative, demonstrative, indefinite, or interrogative.
1. From whom did you get that?
2. Neither of my brothers would read me the story.
3. You need someone who will be kind to others.
4. What does this have to do with me?
5. I liked the play that you hated.
Answers
1. whom - interrogative, you - personal, that - demonstrative
2. neither - indefinite, my - personal, me - personal
3. you - personal, someone - indefinite, who - relative, others - indefinite
4. what - interrogative, this - demonstrative, me - personal
5. I - personal, that - relative, you - personal
Quiz
Find each pronoun. Tell if it is personal, relative, demonstrative, indefinite or interrogative. List the antecedent if there is one. For each personal pronoun tell if it is possessive, intensive, or reflexive.
1. He himself had helped my mother do something.
2. Which is the right room for this?
3. These are mine. Whose are these?
4. This is the book that I would recommend to you.
5. Everyone has talents. Some have many. No one has none.
6. He found himself lost in his dream.
7. I myself heard him blame himself in front of everybody.
8. Neither of them has anyone who will help us.
9. Who would have guessed that that was wrong?
Answers
1. he - personal, himself - personal, intensive, my - personal, possessive. He is the antecedent for himself. (something is a noun)
2. Which - interrogative, this - demonstrative
3. These - demonstrative, mine - personal, possessive, Whose - interrogative, these - demonstrative
4. this - demonstrative, that - relative, I - personal, you - personal
5. everyone, some, many, no one, none - all are indefinite
6. he - personal, himself - personal, reflexive, his - personal. He is the antecedent for himself and his.
7. I - personal, myself - personal, intensive, him - personal, himself - personal, reflexive, everybody - indefinite. I is the antecedent for myself, and him is the antecedent for himself.
8. neither - indefinite, them - personal, anyone - indefinite, who - relative, us - personal
9. who - interrogative, that - relative, that - demonstrative
The Participle
Study Sheet
Recognize a participle when you see one.
Participles come in two varieties: past and present. They are two of the five forms or principal parts that every verb has. Look at the charts below.
Regular Verbs:
Verb Simple Present Simple Past Past Participle Present Participle Infinitive
giggle giggle(s) giggled giggled giggling to giggle
help help(s) helped helped helping to help
jump jump(s) jumped jumped jumping to jump
Irregular Verbs:
Verb Simple Present Simple Past Past Participle Present Participle Infinitive
bring bring(s) brought brought bringing to bring
ring ring(s) rang rung ringing to ring
sing sing(s) sang sung singing to sing
swim swim(s) swam swum swimming to swim
Notice that each present participle ends in ing. This is the case 100 percent of the time.
On the other hand, you can see that past participles do not have a consistent ending. The past participles of all regular verbs end in ed; the past participles of irregular verbs, however, vary considerably. If you look at bring and sing, for example, you'll see that their past participles—brought and sung—do not follow the same pattern even though both verbs have ing as the last three letters.
Consult a dictionary whenever you are unsure of a verb's past participle form.
Know the functions of participles.
Participles have three functions in sentences. They can be components of multipart verbs, or they can function as adjectives or nouns.
Participles in Multipart Verbs
A verb can have as many as four parts. When you form multipart verbs, you use a combination of auxiliary verbs and participles. Look at the examples below:
Our pet alligator ate Mrs. Olsen's poodle.
Ate = simple past tense [no participle].
With a broom, Mrs. Olsen was beating our alligator over the head in an attempt to retrieve her poodle.
Was = auxiliary verb; beating = present participle.
Our pet alligator has been stalking neighborhood pets because my brother Billy forgets to feed the poor reptile.
Has = auxiliary verb; been = past participle; stalking = present participle.
Our pet alligator should have been eating Gator Chow, crunchy nuggets that Billy leaves for him in a bowl.
Should, have = auxiliary verbs; been = past participle; eating = present participle.
Participles as Adjectives
Past and present participles often function as adjectives that describe nouns. Here are some examples:
The crying baby drew a long breath and sucked in a spider crouching in the corner of the crib.
Which baby? The crying baby. Which spider? The one that was crouching in the corner.
The mangled pair of sunglasses, bruised face, broken arm, and bleeding knees meant Genette had taken another spill on her mountain bike.
Which pair of sunglasses? The mangled pair. Which face? The bruised one. Which arm? The broken one. Which knees? The bleeding ones.
Participles as Nouns
Present participles can function as nouns—the subjects, direct objects, indirect objects, objects of prepositions, and subject complements in sentences. Whenever a present participle functions as a noun, you call it a gerund.
Take a look at these examples:
Sneezing exhausts Steve, who requires eight tissues and twenty-seven Gesundheits before he is done.
Sneezing = the subject of the verb exhausts.
Valerie hates cooking because scraping burnt gook out of pans always undermines her enjoyment of the food.
Cooking = the direct object of the verb hates.
We gave bungee jumping a chance.
Bungee jumping = indirect object of the verb gave.
Joelle bit her tongue instead of criticizing her prom date's powder blue tuxedo.
Criticizing = object of the preposition instead of.
Omar's least favorite sport is water-skiing because a bad spill once caused him to lose his swim trunks.
Water-skiing = the subject complement of the verb is.
Work Sheets:
Verbals - Participles
A participle is used as an adjective and ends in various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)
Find the participles in these sentences and tell what word they modify.
1. The bike had a broken spoke.
2. Her smiling face made everyone happy.
3. The frightened child was crying loudly.
4. The people were frightened by the growling dog.
5. The squeaking wheel needs some grease.
Answers
1. broken modifying spoke
2. smiling modifying face
3. frightened modifying child
4. growling modifying dog
5. squeaking modifying wheel
Verbals - Participles
A participle is used as an adjective and ends in various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)
A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
Find the participial phrases in these sentences and tell what word they modify.
1. Taking my time, I hit the basket.
2. Shouting angrily, the man chased the thief.
3. Exhausted from the hike, Jim dropped to the ground.
4. Grinning sheepishly, the boy asked for a date.
5. Trying to open the gate, I tore my coat.
Answers
1. Taking my time modifies the subject I
2. Shouting angrily modifies the subject man
3. Exhausted from the hike modifies the subject Jim
4. Grinning sheepishly modifies the subject boy
5. Trying to open the gate modifies the subject I
Verbals - Participles
A participle is used as an adjective and ends in various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)
A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
Find the participial phrases in these sentences and tell what word they modify.
1. The man running slowly still finished the race.
2. The boy having been scolded finally did his work.
3. The teacher, having retired, could now travel widely.
4. The soldier, having saluted his superior, continued on his way.
5. The truck swerving and sliding hit the brick wall.
Answers
1. running slowly modifies man
2. having been scolded modifies boy
3. having retired modifies teacher
4. having saluted his superior modifies soldier
5. swerving and sliding modifies truck
Verbals - Adjective Infinitives
An infinitive is to plus a verb form. It can be used as an adjective. Examples: to be, to see, to be seen, to be eaten.
A infinitive phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A infinitive phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
Find the infinitive phrases in these sentences and tell what word they modify.
1. Your idea to spend the day together sounds great.
2. Joe is the man to see about the job.
3. We have no reason to doubt your sincerity.
4. This must be the best route to take.
5. Your attitude is the best attitude to have.
Answers
1. to spend the day together modifies idea
2. to see about the job modifies man
3. to doubt your sincerity modifies reason
4. to take modifies route
5. to have modifies attitude
Verbals - Participles/Adjective Infinitives
A participle is used as an adjective and ends in various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)
A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
An infinitive is to plus a verb form. It can be used as an adjective. Examples: to be, to see, to be seen, to be eaten.
A infinitive phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A infinitive phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
Find the participles and the participial and infinitive phrases in these sentences and tell what word they modify.
1. The money lying on the dresser is yours.
2. The crying child awakened everyone.
3. The heavy package to be sent was quickly loaded.
4. Hearing the noise, the girl was suddenly afraid.
5. There are several things to be considered first.
Answers
1. lying on the dresser modifies money
2. crying modifies child
3. to be sent modifies package
4. Hearing the noise modifies girl
5. to be considered first modifies things
Quiz - Verbals - Participles/Adjective Infinitives
Find the infinitives, participles, and the participial and infinitive phrases in these sentences and tell what word they modify.
1. My attempts to comfort the lost boy were useless.
2. Having been left behind, the puppy gave a whining howl.
3. The exhausted men were given the signal to start the march.
4. The admired musician wants a person to study with him.
5. The screaming fans cheered their fighting team.
6. The droning lecture caused the students' heads to nod.
7. Having finished our work, we now had time to play.
Answers
1. to comfort the lost boy modifies attempts; lost modifies boy
2. Having been left behind modifies puppy; whining modifies howl
3. exhausted modifies men; to start the march modifies signal
4. admired modifies musician; to study with him modifies person
5. screaming modifies fans; fighting modifies team
6. droning modifies lecture; to nod modifies heads
7. Having finished our work modifies we; to play modifies time
Verbals - Participles/Adjective Infinitives
A participle is used as an adjective and ends various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)
A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
Participial phrases are useful in combining pairs of sentences.
Combine the following sentences using a participial phrase following the word it modifies.
1. The woman fed the pigeons. The woman was sitting on the park bench.
2. Jeanne finished the painting last month. The painting was hanging on the wall.
3. I really liked the blue sports car. The car was sitting in the showroom.
4. That man makes jewelry. He is getting into his car.
5. I carefully wrapped the package to be sure it was done correctly. The package was lying on the desk.
Answers
1. The woman sitting on the park bench fed the pigeons.
2. Last month Jeanne finished the painting hanging on the wall.
3. I really liked the blue sports car sitting in the showroom.
4. That man getting into his car makes jewelry.
5. I carefully wrapped the package lying on the desk to be sure it was done correctly.
Verbals - Participles/Adjective Infinitives
A participle is used as an adjective and ends various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)
A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
Participial phrases are useful in combining pairs of sentences.
Combine the following sentences using a participial phrase at the beginning of the sentence.
1. The thief pried strenuously at the window. He was grasping the crowbar with both hands.
2. The doctor examined the new patient. The doctor was hoping to find the problem.
3. The comedian took a final bow. The comedian was waving at the audience.
4. Ann sang quietly to herself. She was taking a shower.
5. The horse pranced and whirled in circles. He was approaching the starting gate.
Answers
1. Grasping the crowbar with both hands, the thief pried strenuously at the window.
2. Hoping to find the problem, the doctor examined the new patient.
3. Waving at the audience, the comedian took a final bow.
4. Taking a shower, Ann sang quietly to herself.
5. Approaching the starting gate, the horse pranced and whirled in circles.
Verbals - Participles/Adjective Infinitives
A participle is used as an adjective and ends various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)
A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
Participial phrases are useful in combining pairs of sentences.
Combine the following sentences using a participial phrase at the beginning of the sentence.
1. The flag flapped against the pole. The flag was twisted by the wind.
2. The cat clawed wildly in self-defense. The cat was cornered by two dogs.
3. The food was completely destroyed. It had been covered by the flood for two weeks.
4. Dr. Doolittle commanded the bee to stop the noise. He was annoyed by the humming.
5. We had planned a party for our boss. We were pleased with our bonuses.
Answers
1. Twisted by the wind, the flag flapped against the pole.
2. Cornered by two dogs, the cat clawed wildly in self-defense.
3. Having been covered by the flood for two weeks, the food was completely destroyed.
4. Annoyed by the humming, Dr. Doolittle commanded the bee to stop the noise.
5. Pleased with our bonuses, we had planned a party for our boss.
- Verbals - Participles/Adjective Infinitives
A participle is used as an adjective and ends various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)
A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
Participial phrases are sometimes misplaced in a sentence causing confusion.
Rewrite the following sentences placing the participial phrases where they should be.
1. Carl served me a malt dressed in his new uniform.
2. We found our cat walking home from school.
3. I was stung by a bee pruning my trees.
4. They found an antique store looking for a place to eat.
5. The package was delivered by the mailman wrapped with red paper.
Answers
1. Dressed in his new uniform, Carl served me a malt.
2. Walking home from school, we found our cat.
3. Pruning my trees, I was stung by a bee.
4. Looking for a place to eat, they found an antique store.
5. The package, wrapped with red paper, was delivered by the mailman.
(There are several ways to combine the sentences.)
Verbals - Participles/Adjective Infinitives
A participle is used as an adjective and ends various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)
A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
Participial phrases sometimes appear to modify a word that they cannot logically modify. The word it should modify does not appear in the sentence.
Rewrite the following sentences by rearranging the words or by adding a word or words to make them clear and logical.
1. Looking over the outlook, the canyon seemed magnificent.
2. Typing my research paper, the keys jammed.
3. Playing the piano, my dog started to howl.
4. Eating lunch, the doorbell rang.
5. Having walked several miles, my new shoes hurt.
Answers
1. Looking over the outlook, I saw a magnificent canyon.
2. Typing my research paper, I jammed the keys.
3. Playing the piano, I caused my dog to start to howl.
4. Eating lunch, she heard the doorbell ring.
5. Having walked several miles, I had sore feet from my new shoes.
(You must add a word to be the subject.)
Quiz - Participles
Combine these sentences using a participial phrase.
1. I strolled down the lane. I was enjoying the fragrant air.
2. My dog wanted his meal. He was begging at my feet.
3. The contestant crossed her fingers for luck. She hoped it was the right answer.
4. The paramedic leaned over the victim. He was checking for vital signs.
5. The man shouted for help. He was hanging on the side of the boat.
Rewrite these sentences so the participial phrase is used correctly.
6. Drinking in gulps, the pitcher was emptied.
7. Convinced of my honesty, I was allowed to leave.
8. Watching the sunset, the evening was beautiful.
9. Hanging in the closet, I found my new suit.
10. We saw several caves walking through the mountains.
Answers
1. Enjoying the fragrant air, I strolled down the lane.
2. Begging at my feet, my dog wanted his meal.
3. Hoping it was the right answer, the contestant crossed her fingers for luck.
4. Checking for vital signs, the paramedic leaned over the victim.
5. Hanging on the side of the boat, the man shouted for help.
6. Drinking in gulps, I emptied the pitcher.
7. Convinced of my honesty, the police allowed me to leave.
8. Watching the sunset, I found the evening beautiful.
9. I found my new suit hanging in the closet.
10. Walking through the mountains, we saw several caves.
Recognize a participle when you see one.
Participles come in two varieties: past and present. They are two of the five forms or principal parts that every verb has. Look at the charts below.
Regular Verbs:
Verb Simple Present Simple Past Past Participle Present Participle Infinitive
giggle giggle(s) giggled giggled giggling to giggle
help help(s) helped helped helping to help
jump jump(s) jumped jumped jumping to jump
Irregular Verbs:
Verb Simple Present Simple Past Past Participle Present Participle Infinitive
bring bring(s) brought brought bringing to bring
ring ring(s) rang rung ringing to ring
sing sing(s) sang sung singing to sing
swim swim(s) swam swum swimming to swim
Notice that each present participle ends in ing. This is the case 100 percent of the time.
On the other hand, you can see that past participles do not have a consistent ending. The past participles of all regular verbs end in ed; the past participles of irregular verbs, however, vary considerably. If you look at bring and sing, for example, you'll see that their past participles—brought and sung—do not follow the same pattern even though both verbs have ing as the last three letters.
Consult a dictionary whenever you are unsure of a verb's past participle form.
Know the functions of participles.
Participles have three functions in sentences. They can be components of multipart verbs, or they can function as adjectives or nouns.
Participles in Multipart Verbs
A verb can have as many as four parts. When you form multipart verbs, you use a combination of auxiliary verbs and participles. Look at the examples below:
Our pet alligator ate Mrs. Olsen's poodle.
Ate = simple past tense [no participle].
With a broom, Mrs. Olsen was beating our alligator over the head in an attempt to retrieve her poodle.
Was = auxiliary verb; beating = present participle.
Our pet alligator has been stalking neighborhood pets because my brother Billy forgets to feed the poor reptile.
Has = auxiliary verb; been = past participle; stalking = present participle.
Our pet alligator should have been eating Gator Chow, crunchy nuggets that Billy leaves for him in a bowl.
Should, have = auxiliary verbs; been = past participle; eating = present participle.
Participles as Adjectives
Past and present participles often function as adjectives that describe nouns. Here are some examples:
The crying baby drew a long breath and sucked in a spider crouching in the corner of the crib.
Which baby? The crying baby. Which spider? The one that was crouching in the corner.
The mangled pair of sunglasses, bruised face, broken arm, and bleeding knees meant Genette had taken another spill on her mountain bike.
Which pair of sunglasses? The mangled pair. Which face? The bruised one. Which arm? The broken one. Which knees? The bleeding ones.
Participles as Nouns
Present participles can function as nouns—the subjects, direct objects, indirect objects, objects of prepositions, and subject complements in sentences. Whenever a present participle functions as a noun, you call it a gerund.
Take a look at these examples:
Sneezing exhausts Steve, who requires eight tissues and twenty-seven Gesundheits before he is done.
Sneezing = the subject of the verb exhausts.
Valerie hates cooking because scraping burnt gook out of pans always undermines her enjoyment of the food.
Cooking = the direct object of the verb hates.
We gave bungee jumping a chance.
Bungee jumping = indirect object of the verb gave.
Joelle bit her tongue instead of criticizing her prom date's powder blue tuxedo.
Criticizing = object of the preposition instead of.
Omar's least favorite sport is water-skiing because a bad spill once caused him to lose his swim trunks.
Water-skiing = the subject complement of the verb is.
Work Sheets:
Verbals - Participles
A participle is used as an adjective and ends in various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)
Find the participles in these sentences and tell what word they modify.
1. The bike had a broken spoke.
2. Her smiling face made everyone happy.
3. The frightened child was crying loudly.
4. The people were frightened by the growling dog.
5. The squeaking wheel needs some grease.
Answers
1. broken modifying spoke
2. smiling modifying face
3. frightened modifying child
4. growling modifying dog
5. squeaking modifying wheel
Verbals - Participles
A participle is used as an adjective and ends in various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)
A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
Find the participial phrases in these sentences and tell what word they modify.
1. Taking my time, I hit the basket.
2. Shouting angrily, the man chased the thief.
3. Exhausted from the hike, Jim dropped to the ground.
4. Grinning sheepishly, the boy asked for a date.
5. Trying to open the gate, I tore my coat.
Answers
1. Taking my time modifies the subject I
2. Shouting angrily modifies the subject man
3. Exhausted from the hike modifies the subject Jim
4. Grinning sheepishly modifies the subject boy
5. Trying to open the gate modifies the subject I
Verbals - Participles
A participle is used as an adjective and ends in various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)
A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
Find the participial phrases in these sentences and tell what word they modify.
1. The man running slowly still finished the race.
2. The boy having been scolded finally did his work.
3. The teacher, having retired, could now travel widely.
4. The soldier, having saluted his superior, continued on his way.
5. The truck swerving and sliding hit the brick wall.
Answers
1. running slowly modifies man
2. having been scolded modifies boy
3. having retired modifies teacher
4. having saluted his superior modifies soldier
5. swerving and sliding modifies truck
Verbals - Adjective Infinitives
An infinitive is to plus a verb form. It can be used as an adjective. Examples: to be, to see, to be seen, to be eaten.
A infinitive phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A infinitive phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
Find the infinitive phrases in these sentences and tell what word they modify.
1. Your idea to spend the day together sounds great.
2. Joe is the man to see about the job.
3. We have no reason to doubt your sincerity.
4. This must be the best route to take.
5. Your attitude is the best attitude to have.
Answers
1. to spend the day together modifies idea
2. to see about the job modifies man
3. to doubt your sincerity modifies reason
4. to take modifies route
5. to have modifies attitude
Verbals - Participles/Adjective Infinitives
A participle is used as an adjective and ends in various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)
A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
An infinitive is to plus a verb form. It can be used as an adjective. Examples: to be, to see, to be seen, to be eaten.
A infinitive phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A infinitive phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
Find the participles and the participial and infinitive phrases in these sentences and tell what word they modify.
1. The money lying on the dresser is yours.
2. The crying child awakened everyone.
3. The heavy package to be sent was quickly loaded.
4. Hearing the noise, the girl was suddenly afraid.
5. There are several things to be considered first.
Answers
1. lying on the dresser modifies money
2. crying modifies child
3. to be sent modifies package
4. Hearing the noise modifies girl
5. to be considered first modifies things
Quiz - Verbals - Participles/Adjective Infinitives
Find the infinitives, participles, and the participial and infinitive phrases in these sentences and tell what word they modify.
1. My attempts to comfort the lost boy were useless.
2. Having been left behind, the puppy gave a whining howl.
3. The exhausted men were given the signal to start the march.
4. The admired musician wants a person to study with him.
5. The screaming fans cheered their fighting team.
6. The droning lecture caused the students' heads to nod.
7. Having finished our work, we now had time to play.
Answers
1. to comfort the lost boy modifies attempts; lost modifies boy
2. Having been left behind modifies puppy; whining modifies howl
3. exhausted modifies men; to start the march modifies signal
4. admired modifies musician; to study with him modifies person
5. screaming modifies fans; fighting modifies team
6. droning modifies lecture; to nod modifies heads
7. Having finished our work modifies we; to play modifies time
Verbals - Participles/Adjective Infinitives
A participle is used as an adjective and ends various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)
A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
Participial phrases are useful in combining pairs of sentences.
Combine the following sentences using a participial phrase following the word it modifies.
1. The woman fed the pigeons. The woman was sitting on the park bench.
2. Jeanne finished the painting last month. The painting was hanging on the wall.
3. I really liked the blue sports car. The car was sitting in the showroom.
4. That man makes jewelry. He is getting into his car.
5. I carefully wrapped the package to be sure it was done correctly. The package was lying on the desk.
Answers
1. The woman sitting on the park bench fed the pigeons.
2. Last month Jeanne finished the painting hanging on the wall.
3. I really liked the blue sports car sitting in the showroom.
4. That man getting into his car makes jewelry.
5. I carefully wrapped the package lying on the desk to be sure it was done correctly.
Verbals - Participles/Adjective Infinitives
A participle is used as an adjective and ends various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)
A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
Participial phrases are useful in combining pairs of sentences.
Combine the following sentences using a participial phrase at the beginning of the sentence.
1. The thief pried strenuously at the window. He was grasping the crowbar with both hands.
2. The doctor examined the new patient. The doctor was hoping to find the problem.
3. The comedian took a final bow. The comedian was waving at the audience.
4. Ann sang quietly to herself. She was taking a shower.
5. The horse pranced and whirled in circles. He was approaching the starting gate.
Answers
1. Grasping the crowbar with both hands, the thief pried strenuously at the window.
2. Hoping to find the problem, the doctor examined the new patient.
3. Waving at the audience, the comedian took a final bow.
4. Taking a shower, Ann sang quietly to herself.
5. Approaching the starting gate, the horse pranced and whirled in circles.
Verbals - Participles/Adjective Infinitives
A participle is used as an adjective and ends various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)
A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
Participial phrases are useful in combining pairs of sentences.
Combine the following sentences using a participial phrase at the beginning of the sentence.
1. The flag flapped against the pole. The flag was twisted by the wind.
2. The cat clawed wildly in self-defense. The cat was cornered by two dogs.
3. The food was completely destroyed. It had been covered by the flood for two weeks.
4. Dr. Doolittle commanded the bee to stop the noise. He was annoyed by the humming.
5. We had planned a party for our boss. We were pleased with our bonuses.
Answers
1. Twisted by the wind, the flag flapped against the pole.
2. Cornered by two dogs, the cat clawed wildly in self-defense.
3. Having been covered by the flood for two weeks, the food was completely destroyed.
4. Annoyed by the humming, Dr. Doolittle commanded the bee to stop the noise.
5. Pleased with our bonuses, we had planned a party for our boss.
- Verbals - Participles/Adjective Infinitives
A participle is used as an adjective and ends various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)
A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
Participial phrases are sometimes misplaced in a sentence causing confusion.
Rewrite the following sentences placing the participial phrases where they should be.
1. Carl served me a malt dressed in his new uniform.
2. We found our cat walking home from school.
3. I was stung by a bee pruning my trees.
4. They found an antique store looking for a place to eat.
5. The package was delivered by the mailman wrapped with red paper.
Answers
1. Dressed in his new uniform, Carl served me a malt.
2. Walking home from school, we found our cat.
3. Pruning my trees, I was stung by a bee.
4. Looking for a place to eat, they found an antique store.
5. The package, wrapped with red paper, was delivered by the mailman.
(There are several ways to combine the sentences.)
Verbals - Participles/Adjective Infinitives
A participle is used as an adjective and ends various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)
A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.
Participial phrases sometimes appear to modify a word that they cannot logically modify. The word it should modify does not appear in the sentence.
Rewrite the following sentences by rearranging the words or by adding a word or words to make them clear and logical.
1. Looking over the outlook, the canyon seemed magnificent.
2. Typing my research paper, the keys jammed.
3. Playing the piano, my dog started to howl.
4. Eating lunch, the doorbell rang.
5. Having walked several miles, my new shoes hurt.
Answers
1. Looking over the outlook, I saw a magnificent canyon.
2. Typing my research paper, I jammed the keys.
3. Playing the piano, I caused my dog to start to howl.
4. Eating lunch, she heard the doorbell ring.
5. Having walked several miles, I had sore feet from my new shoes.
(You must add a word to be the subject.)
Quiz - Participles
Combine these sentences using a participial phrase.
1. I strolled down the lane. I was enjoying the fragrant air.
2. My dog wanted his meal. He was begging at my feet.
3. The contestant crossed her fingers for luck. She hoped it was the right answer.
4. The paramedic leaned over the victim. He was checking for vital signs.
5. The man shouted for help. He was hanging on the side of the boat.
Rewrite these sentences so the participial phrase is used correctly.
6. Drinking in gulps, the pitcher was emptied.
7. Convinced of my honesty, I was allowed to leave.
8. Watching the sunset, the evening was beautiful.
9. Hanging in the closet, I found my new suit.
10. We saw several caves walking through the mountains.
Answers
1. Enjoying the fragrant air, I strolled down the lane.
2. Begging at my feet, my dog wanted his meal.
3. Hoping it was the right answer, the contestant crossed her fingers for luck.
4. Checking for vital signs, the paramedic leaned over the victim.
5. Hanging on the side of the boat, the man shouted for help.
6. Drinking in gulps, I emptied the pitcher.
7. Convinced of my honesty, the police allowed me to leave.
8. Watching the sunset, I found the evening beautiful.
9. I found my new suit hanging in the closet.
10. Walking through the mountains, we saw several caves.
Wednesday, October 22, 2008
Frankenstein
Mary Shelley’s
Frankenstein
The Life and Work of Mary Wollstonecraft Shelley
Mary Shelley dedicated her first novel, Frankenstein or,
The Modern Prometheus, to her father, William Godwin. Godwin, a
respected writer himself, was the author of two well-known books,
Political Justice (1793) and Caleb Williams (1794). Godwin’s work
containedcontroversialphilosophicalideasandcritiquesofsociety.
His belief in the inherent decency of human beings influenced a
numberoftheRomanticpoetsofthetime.In1797,hemarriedMary
Wollstonecraft, a distinguished writer whose A Vindication of the
Rights of Women was published in 1792. They had been married
less than a year when Wollstonecraft died after giving birth to their
daughter, Mary, who was born on August 30, 1797.
After Godwin remarried, Mary was raised by her stepmother,
Mrs. Clairmont, a widow with two children of her own.
Although Godwin had hoped to provide a stable family for his
daughter, Mary had a difficult childhood, due in part to her contentious
relationship with Clairmont. When Mary was 15, she moved
into the home of the Baxters, who were friends of her father. It was
at the Baxter’s house, in May 1814, that she met Percy Bysshe Shelley,
a notable young poet who was there visiting Godwin. Although
Percy was already married, he and Mary fell in love. In June, they
left England together to travel through Europe. On February 22,
1815, Mary gave birth to a premature child, who died three weeks
later. Another child, William, was born in January 1816.
Five months later, Percy and Mary traveled to Switzerland
where they rented a cottage for the summer. Their neighbors
included their friend, Lord Byron, who had a home near Geneva.
During a rainy spell, when the evenings were cold and damp, Mary,
Percy, and Byron would gather in front of Byron’s fireplace and
entertain each other by reading German ghost stories. Inspired
by the tales, the three friends agreed to each write a story similar
to ones they had been reading. Although Percy and Byron never
completed theirs, Mary went on to write a story that would eventuallybecomethenovel
Frankenstein.Theeventfulyearconcludedin
tragedy after Shelley’s wife, Harriet, committed suicide, drowning
herself on December 10, 1816. Percy and Mary were legally married
three weeks later. Another son, Percy Florence, was born shortly
after the wedding.
Mary’s novel, Frankenstein, was published in 1818 and
its success brought Mary considerable recognition. Five months
after it was published, a friend wrote from England that the book
was “universally known and read.” But this success would soon
be overshadowed by tragedies in the author’s life. Two of her three
children became ill and died—Clara on September 24, 1818, and
William on June 7, 1819. Then, three years later on July 8, 1822,
Percy Shelley drowned with two companions when his boat was
caught in a heavy squall on the Bay of Spezia in Italy.
In spite of the unhappiness in her life, Mary Shelley continued
to write. Her second novel, Valperga, was a success after it
was published in 1823. Other works include The Last Man (1826),
The Fortunes of Perkin Warbeck, A Romance (1830), Lodore (1835),
and Falkner (1837). An account of her European travels in the
1840s was published in two volumes under the title Rambles in
Germany (1844). She is also the author of two dramas, Proserpine,
A Mythological Drama in Two Acts, and Midas, both written in the
late 1820s, as well as a number of short stories and poems.
Shelley’s only surviving child, Percy Florence, became
Lord Shelley in 1844. He married a few years later and Mary lived
comfortably with his family until her death, at the age of 54, on
February 1, 1851.
Historical Background
Published in 1818, Mary Wollstonecraft Shelley’s Frankenstein
or, The Modern Prometheus added to the growing body
of Romantic fiction published in the early 1800s. Shelley became
one of the most influential writers of both Romantic and Gothic
fiction, establishing, with Frankenstein, a new genre known today
as science fiction.
Gothic romance often deals with mysterious and supernatural
subjects. Gothic stories frequently take place in rugged,
natural settings, near ancient castles or monasteries. The plots
are suspenseful and usually deal with the forces of good and evil.
One of the earliest works of Gothic fiction is Horace Walpole’s The
Castle of Otranto (1764).
In his novel, Walpole challenged the realistic style of the
time by writing about the past and the subconscious. His Gothic
romance is one of the earliest examples of the emerging romantic
movement. Novels such as Ann Radcliffe’s Mysteries of Udolpho
(1794), Matthew Gregory Lewis’s The Monk (1796), and William
Godwin’s CalebWilliams areotherexamplesoftheGothicromance.
American writers such as Nathaniel Hawthorne and Edgar Allan
Poe also wrote in the Gothic style, which remained popular until
the 1820s.
Romanticism was a separate intellectual and artistic
movement that began in Europe in the middle of the eighteenth
century. Romantics, who promoted the uniqueness of individual
imagination and expression, believed in the interrelation of nature,
spirituality, and humankind. The movement, which began
in Germany, soon became popular in England as well. The lyrical
ballads of William Wordsworth and Samuel Taylor Coleridge are
generally considered to be the beginning of English romanticism.
Many other writers, including Lord Byron, William Blake, John
Keats, and Mary Shelley’s husband, Percy Bysshe Shelley, wrote in
the romantic style. Other notable fiction writers of the time include
Jane Austen, whose Pride and Prejudice (1813) remains popular
even today, and the poet Sir Walter Scott, who wrote his first novel,
Waverly, in 1814.
In addition to their philosophical and spiritual concerns,
the Romantic writers were also affected by the political events of
the time. Beginning in 1789, the French Revolution had created an
upheaval in Europe. Social reorganization lasted for the next 10
years as the rebellion continued to change the social structure and
government of France. While many of the Romanticists favored the
originalprinciplesoftherevolution,whicheffectivelyabolishedthe
French monarchy in favor of a more democratic system controlled
by the middle classes, they were opposed to the extreme violence
that helped bring about the changes. At the same time, England
was also experiencing a profound transformation. The Industrial
Revolution had made England a leading economic force in the
world as mechanical power helped boost the country’s production
in every area of industry and manufacture.
After the French Revolution, France, which had aided the
rebellious British colonies during the American Revolution, soon
found itself engaged in a war with England. In 1804, Napoleon
Bonaparte was crowned emperor of a revolutionary France still in
flux. Within seven years, Napoleon had conquered all of Europe,
fromSpaintotheRussianborderwithPrussia.TheBritish,however,
with the help of their powerful navy, remained unconquered. Then,
in 1812, after Napoleon invaded Russia, a severe Russian winter
cost France most of its army. A new European alliance, nurtured by
British money and diplomacy, sprang up and France was defeated
in Germany and Spain. Finally, in 1814, Napoleon surrendered
and Britain, Russia, Austria, and Prussia drafted a peace treaty
in Vienna. The following year, Napoleon returned from exile and
raised a new army, but allied forces commanded by the British
Duke of Wellington defeated Napoleon during a three-day battle
at Waterloo in June 1815.
Mary Shelley, who was experiencing turmoil in her own
family, was raised during this time of political unrest and violence.
Her relationship with Percy Shelley was scandalous at the time,
but she gained acceptance at an early age with the publication
of Frankenstein. The book was as controversial as her affair with
Shelley. Sir Walter Scott, writing in Blackwood’s magazine, praised
the novel as an “extraordinary tale” and Shelley as an author with
“uncommon powers of poetic imagination.” Edinburgh magazine
said Shelley demonstrated a “mastery in harsh and savage
delineations of passion,” adding, however, that “it is one of those
works…which we do not well see why it should have been written.”
The Quarterly Review praised the “highly terrific” language
of the novel, but said “our taste and our judgment alike revolt at
this kind of writing…it inculcates no lesson of conduct, manner,
or morality; it cannot mend, and will not even amuse its readers,
unless their taste have been deplorably vitiated.”
Inspiteofthemixedreviewsitreceived, Frankenstein wasa
bestseller and would remain popular for generations. Mary Shelley
became a respected author with numerous titles to her credit. It is
the remarkable power of her first novel, though, that continues to
inspire a host of horror stories and science fiction tales. Considering
the book’s lasting influence, it is hardly surprising that film
adaptations of Frankenstein are still being made today.
Master List of Characters
Robert Walton—An explorer who meets and cares for Victor Frankenstein
while traveling in the Arctic;Walton writes to his sister,
Margaret Saville, in England, relating Victor’s horrible tale.
The Creature—Victor Frankenstein’s “monster”.
Victor Frankenstein—A young man, born in Switzerland, whose
study of science and natural philosophy leads to his tragic
creation of the monster.
Alphonse Frankenstein—Victor’s father; a wealthy, influential man
with humanitarian concerns.
Beaufort—Alphonse Frankenstein’s friend and Caroline’s father.
Caroline Beaufort Frankenstein—Victor’s mother and Alphonse’s
wife; she dies shortly before Victor leaves for Ingolstadt.
Elizabeth Lavenza—A young woman who is adopted by the
Frankenstein family; she marries Victor and is killed by the
creature.
Henry Clerval—Victor’s best friend and closest confidant; he is also
killed by the creature.
Ernest Frankenstein—Victor’s younger brother.
William Frankenstein—Victor’s youngest brother; William is murdered
by Victor’s creature.
Justine Moritz—A young woman who lives with the Frankenstein
family; Justine is falsely accused of killing William. She is tried
and executed for the murder.
M. Krempe—Victor’s philosophy professor at the University of
Ingolstadt.
M. Waldman—Another professor who becomes Victor’s mentor at
Ingolstadt.
Felix De Lacey—A young peasant the creature observes living in a
small cottage in the forest.
Agatha De Lacey—Felix’s sister, who also lives in the cottage.
M. De Lacey—Felix’s and Agatha’s father; the creature tries to make
friends with him.
Safie—A young Turkish woman who is Felix’s fiancée.
Safie’s father—A Turkish man Felix helps escape from prison.
Mr. Kirwin—A judicial magistrate who is in charge of Victor’s case
in Ireland.
Daniel Nugent—A witness in the murder case in Ireland.
Nurse—A woman who cares for Victor in prison.
Magistrate—A criminaljudgeinGeneva wholistens toVictor’sstory
about the creature.
Summary of the Novel
Robert Walton, an explorer, describes his trip to the Arctic
in letters to his sister, Margaret Saville, who lives in England. After
discussing his preparations for the trip, one of Walton’s letters informs
Margaret that his ship is stuck and surrounded by ice. Walton
then relates a strange event: As they looked out on the enormous
ice field, Walton and his crew saw a gigantic man being pulled
by a dogsled. The following day they discovered another, smaller
man, desperately ill, adrift on a sheet of ice. Walton writes that he
brought the man onto his ship, allowed him to rest, and attempted
to nurse him back to health. After a week the man was able to talk
and told Walton an incredible story.
Theman’snameisVictorFrankenstein,ayoungscientistborn
inGeneva,Switzerland.Heisamemberofawealthyfamilyconcerned
with humanitarian issues. Victor goes on to relate his story to
Walton, who writes it down as Victor speaks, making a record
of Victor’s story, to be sent as a letter to Margaret Saville, Walton’s
sister.
Victor tells Walton that, as a boy, he was always fascinated
by science and alchemy and he eventually attended the University
of Ingolstadt to study natural science. At the university he focused
all his attention on experiments designed to create life. After
months of exhaustive study, Victor constructed a huge creature
from parts of human cadavers. He then discovered a method of
bringing it to life. However, when the creature opened its eyes, Victor
was horrified by his monstrous-looking creation. He ran from
his laboratory and became very ill and disoriented for almost two
years. During this time, he believed that the creature must have
perished.
Afterherecoveredfromhisillness,ashepreparedtoreturn
home to his family, Victor learned that William, his seven-year-old
brother, had been murdered. Justine Moritz, a young woman the
Frankenstein family had adopted, had been accused of the crime.
But Victor refused to believe that Justine committed the murder.
Instead, he suspected that his creature wasn’t really dead, and was
responsible for the horrible crime. However, after Victor returned
to Geneva, Justine was tried, found guilty, and hanged.
Victor explains to Walton that he felt responsible for William’s
murder and Justine’s execution. Guilt-ridden and desperate
to be alone, he climbed into the mountains, where he encountered
the creature. The creature told Victor that he had survived for the
past two years, hiding out in the woods and eating nuts and berries.
Lonely and miserable, he realized that he was repulsive to
other human beings. In the forest, though, the creature discovered
a gentle peasant family living in a cottage; by secretly observing
them, the creature learned to read and write. Then, in his jacket
pocket, the creature found Victor’s journal and read of the experiments
that led to his creation. Enraged, he concluded that it was
Victor Frankenstein who was responsible for his misery.
After relating his story, the creature demanded that Victor
re-create his experiment and construct another creature. The
creature explained he was desperate for a companion who would
not find him repulsive. If Victor does as he asks, he will go away
withthenewcreatureandneverbotherVictoragain.Althoughwary
of the proposal, Victor says he reluctantly agreed to the creature’s
request.
Victor tells Walton that he set up a new laboratory in Scotland
and began the work of creating a companion for the creature.
But he was haunted by the thought that this new monster might be
more evil than the original, and he was terrified at the idea of the
two creatures creating a new, horrible race of beings. So instead
of completing his task, Victor destroyed his work before giving life
to the new creation. But the original creature was watching Victor
in his laboratory. Furious, he swore revenge, vowing to torment
Victor for the rest of his life. Later that night the creature strangled
Victor’s best friend, Henry Clerval.
Severalweekslater,VictormarriedElizabethLavenza,agirl
who was adopted by his family, and with whom Victor had always
been in love. But after Victor and Elizabeth marry, the creature appeared
on their wedding night and strangled Elizabeth to death.
Grief-stricken over the death of Elizabeth, Alphonse Frankenstein,
Victor’s father, died a few months later. In utter despair, Victor
vowedtopursuethecreatureanddestroyit.Hechasedthemonster
for months, finally arriving in the Arctic where he met Walton and
his expedition.
Having finished his story, Victor Frankenstein dies on Walton’s
ship. Walton ends the tale in additional letters to his sister, telling
her that the night Victor died, the creature entered Victor’s room
and lamented his death. He then told Walton he planned to build a
huge fire and burn himself to death. Before Walton could respond,
the creature jumped from the ship and landed on a floating slab
of ice. Walton concludes his final letter, telling Margaret that the
creature was carried out to sea, where he disappeared into the
darkness.
Estimated Reading Time
The Pennyroyal edition of Frankenstein or, The Modern
Prometheus is 237 pages long with illustrations. While the novel is
of average length, some of the language is dated and the sentences
and paragraphs are rather long. The plot is complicated, and the
narrative is unusual—related as a series of stories within stories
andletters.Itmaybedifficultforsomereaderstofullycomprehend
the entire text during a first reading. The average reader might
want to divide his or her reading time into four or five sessions of
two to three hours each, completing three to five chapters in each
sitting.
SECTION TWO
Study Questions
&
Suggested Study Topics
Frankenstein
or, The Modern
Prometheus
Volume One: Letters One through Four
New Characters:
Robert Walton: an explorer who writes to his sister Margaret in
England; he encounters Victor Frankenstein on the Arctic ice
and later records his horrible story
The Creature: a huge figure Walton sees traveling in a dogsled on
the ice; later we learn that this is the “monster” created by Victor
Frankenstein
Victor Frankenstein: a young scientist, unidentified by Walton in
these letters, who is hunting for the monster he created
Study Questions
1.
What does Robert Walton hope to accomplish on his voyage?
2.
How did Walton prepare himself for the expedition?
3.
What did Walton read for the first 14 years of his life?
4.
How old is Robert Walton?
5.
Why did the ship’s master decide not to get married?
6.
How far is the ship from land when Walton sees the gigantic
figure in the dogsled?
7.
How does Walton describe his expedition when his new
passenger asks about the ship’s destination?
8.
How does Walton feel about the man he rescues?
9.
Why is the man Walton rescues traveling alone on the ice?
10.
How does Walton feel about hearing his new friend’s story?
Answers
1.
Walton wants to visit, and walk upon, a part of the world
that has never been seen before.
2.
Walton prepared by going without food and sleep. He also
endured cold temperatures. He worked on whaling ships
during the day, and then studied all night.
3.
As a child and as a young man, Walton read his uncle
Thomas’s books of voyages.
4.
Walton is 28 years old.
5.
The fiancée of the ship’s master loved another man. He let
her go because he wanted her to be happy.
6.
Walton believes he is hundreds of miles from land when he
sees the dogsled.
7.
Walton tells the man he is on a “voyage of discovery towards
the northern pole.”
8.
Walton says he loves him like a brother, and feels sympathy
and compassion for him.
9.
The man says, “To seek one who fled from me.”
10.
Walton is grateful that the man will tell his story, but he worries
that telling it will cause the man renewed grief.
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 rescues. Why does Walton feel
such compassion for Victor, a total stranger?
3.
Why is Walton so impressed with the shipmaster’s actions
regarding his fiancée?
4.
What Romantic concepts do the characters of Victor and
Walton illustrate?
Volume One: Chapters One and Two
New Characters:
Alphonse Frankenstein: Victor’s father
Beaufort: Alphonse’s close friend and Caroline’s father
Caroline Beaufort Frankenstein: Alphonse’s wife and Victor’s
mother
Elizabeth Lavenza: Victor’s adopted sister
Henry Clerval: Victor’s closest friend
Ernest Frankenstein: Victor’s brother
William Frankenstein: Victor’s youngest brother
M. Krempe: an arrogant professor at the University of Ingolstadt
who ridicules Victor
M.Waldman: a friendly professor who advises Victor to study modern
science
Study Questions
1.
How did Victor’s father spend his “younger days”?
2.
While Victor was intrigued by science as a child, what were
Elizabeth’s chief interests?
3.
What did Henry Clerval write when he was nine years old?
4.
Where does Victor first come across the works of Agrippa?
5.
What does Victor witness during the thunderstorm?
6.
Why doesn’t Henry Clerval attend the university with Victor?
7.
What subject does Professor M. Krempe teach?
8.
How does M. Waldman react when he hears the names of
Agrippa and Paracelsus?
9.
Before he leaves for the university, what does Victor hope to
accomplish with his scientific studies?
10.
According to Professor Waldman, what have the “modern
masters” learned about blood and air?
Answers
1.
He was “perpetually occupied by the affairs of his country.”
2.
Elizabeth was concerned with the “aerial creations of the
poets.” Victor explains that while he sought to discover the
secrets of the world, Elizabeth thought of the world as a
“vacancy, which she sought to people with imaginations of
her own.”
3.
Henry wrote a fairy tale that delighted all his friends.
4.
Victor comes across the works of Agrtippa at an inn near the
baths of Thonon.
5.
Victor witnesses a bolt of lightning that strikes and destroys
a tree.
6.
Henry’s father wants him to join the family business.
7.
Krempe teaches natural philosophy.
8.
He smiles in a friendly way, without showing any contempt.
9.
Victor wants to learn how to “banish disease from the human
frame, and render man invulnerable to any but a violent
death.”
10.
Waldman says they have “discovered how the blood circulates,
and the nature of the air we breathe.”
Suggested Essay Topics
1.
Victor is deeply affected by Caroline’s death. Discuss Victor’s
reaction to his mother’s death and the influence it has on
his scientific studies.
2.
Discuss Victor’s friendship with Henry Clerval and compare
it to his father’s relationship with Beaufort.
3.
What is “modern science” as explained by M. Waldman, and
how does it differ from the theories of Agrippa and the other
scientists Victor studies?
Volume One: Chapters Three, Four, and Five
New Character:
Justine Moritz: a young woman living with the Frankenstein
family
Study Questions
1.
After he begins his study of natural philosophy, how does
Victor feel about M. Waldman?
2.
How tall does Victor plan to make his creature?
3.
How does Victor describe himself after his months of
study?
4.
In what month does Victor finally complete his experiment?
5.
What color is the creature’s hair and lips?
6.
After he brings the creature to life, who does Victor dream
about meeting in Ingolstadt?
7.
What does the creature do when he visits Victor in his bedroom?
8.
As he wanders the streets of Ingolstadt, what poem does
Victor quote?
9.
Afterherecoversfromhisillness,howdoesVictorreactwhen
he finally sees his laboratory instruments again?
10.
When Henry invents tales to amuse Victor, what kind of
writers does he imitate?
Answers
1.
Victor says he regards Waldman as “a true friend.”
2.
He plans to construct a figure that is eight feet tall.
3.
Victor says he is pale and emaciated after months of study.
4.
He brings the creature to life “on a dreary night of November.”
5.
Black. Victor describes the creature as having flowing hair
of “lustrous black” and “straight black lips.”
6.
Victor dreams about meeting Elizabeth in Ingolstadt.
7.
The creature grins and holds out his hand to Victor.
8.
He quotes lines from Coleridge’s “Rime of the Ancient Mariner,”
the same poem that was referred to earlier in Robert
Walton’s second letter to his sister.
9.
He becomes nervous and suffers from renewed anxiety at
the thought of his experiment.
10. Henry imitates the style of Persian and Arabic writers.
Suggested Essay Topics
1.
Why do you think Victor created such a horrible-looking
creature? Did he realize what he was doing? Explain your
answer.
2.
What are some of the characteristics of the Gothic novel,
and how does Mary Shelley use them in these chapters?
3.
Victor tells us that his friend Clerval’s imagination was “too
vivid for the minutiae of science.” What does he mean by
this?
Volume One: Chapters Six and Seven
Study Questions
1.
Who is Ernest Frankenstein?
2.
Why did William hide from Ernest in Plainpalais?
3.
Why did Elizabeth feel responsible for William’s murder?
4.
How long has Victor been away from home, studying at
Ingolstadt?
5.
When Victor sees the creature in the Alps, why doesn’t he
pursue it?
6.
How has Elizabeth changed in the six years since Victor has
seen her?
7.
How does Justine look and behave during her trial?
8.
How did Justine react when she was shown William’s
body?
9.
Whom does Victor consider to be the “true murderer” of
William?
10. How does Elizabeth feel after she visits Justine in prison?
Answers
1.
Ernest is Victor’s and William’s brother. He returned alone
after he and William went off to play.
2.
William and Ernest were playing hide-and-go-seek.
3.
Elizabeth had given William the locket. She assumed the
murderer killed William to get the locket, however, she believes
Justine is innocent.
4.
Victor has been away for six years.
5.
The creature would be impossible to catch. Victor has seen
it bound up Mount Saleve with tremendous speed and agility.
6.
Elizabethhasgrownupandbecomean“uncommonlylovely”
woman.
7.
Victor describes Justine as being calm and tranquil during
the trial, and “confident in innocence.”
8.
She became hysterical and was ill for several days.
9.
Victor thinks of himself as the “true murderer.”
10.
Although Justine has been condemned to death, Elizabeth
is relieved to learn that Justine is really innocent. If Justine
had been guilty, Elizabeth would have felt terrible anguish
at being deceived by someone she loved and trusted.
Suggested Essay Topics
1.
AfterJustineisaccusedofWilliam’smurder,whydoyouthink
Victor never tells anyone about the creature?
2.
Explain why Justine confesses to the crime, even though she
is innocent.
3.
Discuss Victor’s experience with lightning and Shelley’s use
of it when Victor sees the creature.
Volume Two: Chapters One and Two
Study Questions
1.
Where does the Frankenstein family move to after Justine is
executed?
2.
How does Victor spend his time at Belrive?
3.
When does Victor like to sail his boat?
4.
Besides sailing, what else does Victor consider doing at the
lake?
5.
How do Victor and his family travel to Chamonix?
6.
What is Victor looking at when the creature appears?
7.
What does Victor call the creature when he first sees him?
8.
What happens when Victor tries to attack the creature?
9.
Why does Victor agree to listen to the creature’s story?
10.
What is the creature’s mood when he enters the hut with
Victor?
Answers
1.
The family moves into their house in Belrive.
2.
Victor sails his sailboat aimlessly, letting the wind blow him
in any direction.
3.
He usually sails at night, after his family has gone to sleep.
4.
Victor thinks about committing suicide by drowning himself
in the lake.
5.
They travel first by carriage and later, as they enter the
mountains, by mule.
6.
Victor is looking at Mont Blanc and Montanvert, two mountains
in the Alps.
7.
Victor calls him “Devil!” and a “vile insect.”
8.
WhenVictorspringsatthecreature,thecreatureeasilyeludes
him.
9.
Victor is not only curious, but he is also moved by a strange
compassion for the creature, and he feels a sense of duty
because he is the monster’s creator.
10. Victor says the creature is exultant.
Suggested Essay Topics
1.
The creature tells Frankenstein: “misery made me a fiend.”
Do you think the creature’s unhappiness justifies his murderous
behavior? Explain your answer using examples from
the text.
2.
Victor contemplates suicide while sailing on the lake, and
again when climbing the mountain. Discuss the change in
Victor’s personality from his university days.
Volume Two: Chapters Three, Four, and Five
New Characters:
Felix De Lacey: a young peasant the creature observes living in a
small cottage in the forest
Agatha De Lacey: Felix’s sister who also lives in the cottage
M. De Lacey: Felix’s and Agatha’s father; the creature tries to make
friends with him
Safie: a young Turkish woman who is Felix’s fiancée
Study Questions
1.
What is the first food the creature eats when he goes into
the forest?
2.
What does the creature call the moon?
3.
What weapons do the villagers use to attack the creature?
4.
What does Agatha, the young girl, do after she finishes playing
her musical instrument?
5.
Why is the creature perplexed at first by the unhappiness of
the peasant family?
6.
Who is the saddest member of the peasant family?
7.
Do Felix, Agatha, and their father realize it is the creature
who is helping them?
8.
How does Felix change when Safie arrives?
9.
What pet name does Felix call his fiancée?
10. What book does Felix use to instruct Safie?
Answers
1.
The creature eats berries he finds growing on a tree.
2.
The creature calls the moon the “orb of night.”
3.
They use stones and “other kinds of missile weapons.”
4.
Agatha holds her brother and sobs.
5.
The family appears to have everything they need—food,
shelter, clothing—and the creature doesn’t understand that
they are actually living in poverty.
6.
The creature believes Felix must have suffered more than
the others because he appears to be the saddest person in
the cottage.
7.
They think it is a magical “good spirit” that is helping
them.
8.
Felix is delighted to see her, and “every trait of sorrow vanished
from his face.”
9.
Felix calls her his “sweet Arabian.”
10.
Felix reads Volney’s Ruins of Empires. By listening to Felix
read,thecreaturegainsaninsightintothe“manners,governments,
and religions of the different nations of the earth.”
After hearing about the wonderful and terrible deeds of
humankind, the creature wonders how humans could be
“at once so powerful, so virtuous, and magnificent, yet so
vicious and base.”
Suggested Essay Topics
1.
Describe the creature’s feelings towards Victor when he first
came to life. How do they differ from Victor’s first reaction
to his creation?
2.
Discussthecreature’sattitudetowardsknowledge.Whydoes
learning new things excite him and at the same time cause
him so much pain?
3.
Explain how the creature feels towards the peasant family.
Why do you think he is so moved by their gentleness and
kindness?
Volume Two: Chapters Six, Seven, Eight,
and Nine
New Character:
Safie’s father: a Turkish man Felix helps escape from prison
Study Questions
1.
What French city did the De Laceys live in?
2.
At the conclusion of his trial, what sentence does Safie’s
father receive?
3.
Why didn’t Safie’s father want her to marry Felix?
4.
What does Safie take with her when she leaves Turkey?
5.
What are the creature’s “chief delights” when he is living in
the shed?
6.
How does old De Lacey describe the hearts of men to the
creature?
7.
What does the De Lacey family do after their encounter with
the creature?
8.
What does the creature do to the De Laceys’ cottage?
9.
What happens when the creature sees the young girl fall into
the stream?
10.
Why does the creature think William will not be frightened
by his appearance?
Answers
1.
The De Laceys lived in Paris.
2.
Safie’s father is condemned to death.
3.
He loathed the idea that she would ever marry a Christian.
4.
Safie takes her jewels and a small sum of money.
5.
The creature enjoys nature, especially in the summer, delighting
in “the sight of the flowers, the birds, and all the gay
apparel.”
6.
He says the hearts of men, when unprejudiced by self-interest,
are “full of brotherly love and charity.”
7.
They move out of the cottage and the creature never sees
them again.
8.
The creature burns it to the ground.
9.
The creature saves her from drowning and pulls her back to
safety.
10.
When the creature meets William, whom he at first only
knows as an anonymous boy, he believes the boy is too
young to have formed any prejudices about “deformity.”
The creature mistakenly thinks the boy will accept the way
he looks.
Suggested Essay Topics
1.
Discuss the Romantic notion of good and evil. How does it
relate to the creature’s actions so far?
2.
Explain why the creature feels it is so important to come out
of hiding and talk to the elder De Lacey.
3.
DescribehowthecreaturefeelswhenhefindsVictor’sjournal
in his pocket.
Volume Three: Chapters One and Two
Study Questions
1.
Why does Victor want to go to England?
2.
Why does Alphonse want Victor to marry Elizabeth?
3.
How long does Victor plan to be away from Geneva?
4.
What does Victor take with him on his trip?
5.
What poem does Victor quote from as he describes the
beautiful scenery on his trip?
6.
In London, why does Clerval remind Victor of his “former
self”?
7.
Why does Victor agree to go to Scotland?
8.
How does Victor feel when he and Henry visit Hampden’s
tomb?
9.
While he is traveling in Scotland, what does Victor fear the
creature might do?
10. To what islands does Victor travel in Scotland?
Answers
1.
He wants to go to England to create a companion for the
creature; Victor must continue his studies and learn about
the new scientific discoveries that were made in England.
2.
Alphonse realizes that his son is depressed; he hopes the
marriage will make him happy.
3.
Victor plans to be away for two years.
4.
At the last minute, Victor remembers to pack his chemical
instruments.
5.
Victor quotes from Wordsworth’s “Tintern Abbey.”
6.
Victor says Clerval is “inquisitive, and anxious to gain experience
and instruction.” He reminds Victor of himself when
he was young and enthusiastic.
7.
Although he “abhorred society” and doesn’t want to visit any
new friends, Victor is anxious to see mountains and streams
again, and to be in a natural setting.
8.
For a moment, Victor forgets his troubles. He feels free, filled
with a “lofty spirit” as he recalls Hampden’s heroic deeds.
9.
Victor is afraid the creature will kill his family in Geneva,
although he also thinks the creature is following him.
10.
Victor goes to the Orkney Islands to begin working on the
companion for the creature.
Suggested Essay Topics
1.
Victor says of his father that “a more indulgent and less dictatorial
parent did not exist upon earth.” Discuss Alphonse’s
influence on Victor and Victor’s feelings towards his father.
2.
Give some examples of the Romantic concept in Shelley’s use
of physical locations. How does it help establish character
and mood in the novel?
Volume Three: Chapters Three and Four
New Characters:
Mr. Kirwin: a judicial magistrate who is in charge of Victor’s case
in Ireland
Daniel Nugent: a witness in the murder case in Ireland
Nurse: a woman who cares for Victor in prison
Study Questions
1.
Where does the creature go after Frankenstein destroys the
female creature?
2.
What do the fishermen deliver to Victor while he is sitting
on the beach?
3.
Does Victor ever reconsider his actions after he destroys the
female creature?
4.
Is Victor afraid when he is adrift at sea?
5.
What language does Victor use to address the Irish people?
6.
How does Victor describe Mr. Kirwin?
7.
What did the fishermen do when they found Clerval’s
body?
8.
While he is delirious, what does Victor say that implicates
him in the murder of Clerval?
9.
What does the prison nurse tell Victor about his father?
10. Does Victor care that he is in prison?
Answers
1.
The creature runs out of Frankenstein’s hut and rows out
to sea.
2.
The fishermen deliver a letter from Clerval suggesting that
they travel to France together.
3.
After he destroys the creature, Victor doubts himself, wondering
if he did the right thing. But he says, “I banished
from my mind every thought that could lead to a different
conclusion.”
4.
Even though he is miserable, Victor is grateful to be alive
when the sea becomes calm and he sees land in the distance.
5.
Victor speaks to them in English.
6.
Mr. Kirwin is an “old, benevolent man, with calm and mild
manners.”
7.
The fishermen brought the body to a nearby house and went
to town for a doctor.
8.
Victor blames himself for the deaths of Henry, William, and
Justine, raving that he is the murderer of all three.
9.
She tells him that his father has come to visit him.
10.
Because he is in such anguish, it makes no difference to him.
Victor tells us that “to me the walls of a dungeon or a palace
were alike hateful.”
Suggested Essay Topics
1.
DiscussVictor’sreluctancetocreatethesecondcreature.Why
do you think he destroys it in front of the other creature?
2.
What does the creature mean when he tells Victor, “I shall
be with you on your wedding night”?
3.
Compare Alphonse’s and Victor’s relationship to Victor’s
relationship with the creature.
Volume Three: Chapters Five and Six
New Characters:
Magistrate: a criminal judge in Geneva who listens to Victor’s story
about the creature
Study Questions
1.
After he is released from prison, does Victor tell his father
about the creature?
2.
Why do Victor and Alphonse go to Paris?
3.
Besides thinking that Victor may have found someone else,
why does Elizabeth believe that Victor may not really want
to marry her?
4.
Does Elizabeth love Victor?
5.
How does Victor behave in the days leading up to his wedding?
6.
What does Victor think the monster plans to do on Victor’s
wedding night?
7.
Where do Victor and Elizabeth intend to live after their wedding?
8.
How does Victor get back to Geneva from Evian?
9.
How does the magistrate react when Victor tells him his
story?
10. What is Victor’s response to the magistrate?
Answers
1.
Even though Alphonse wonders why his son keeps blaming
himself for the murders, Victor never tells him about the
creature.
2.
Alphonse has to attend to some business there.
3.
When Elizabeth saw Victor in Geneva, she assumed he was
depressed because of his obligation to marry her.
4.
She loves him, but she worries that he is not really interested
in marrying her.
5.
Victor pretends to be happy. He fools his father, but not
Elizabeth.
6.
Victor thinks the monster will try to kill him.
7.
Victor and Elizabeth plan to live in a house that was purchased
for them near Cologne.
8.
He can’t sail because of the storm, so he hires several men
to help him row back to Geneva.
9.
He is incredulous at first, but he soon grows more interested
and shudders with horror as Victor relates his tale.
10.
Victor becomes enraged when the magistrate, who doesn’t
believe him, tries to calm him down.
Suggested Essay Topics
1.
Compare the events that occur on Victor’s wedding night to
the night when Victor destroyed the second creature.
2.
Did it surprise you that the creature killed Elizabeth and not
Victor? Explain your answer.
3.
Why do you think Victor finally tells the magistrate about the
creature?
Volume Three: Chapter Seven
Study Questions
1.
As Victor pursues the creature, what is the one thing that
gives him pleasure?
2.
What clues does the creature leave for Victor?
3.
What does the creature steal from the villagers by the sea?
4.
Why is Victor stranded on the ice?
5.
How does Victor move his ice raft towards Walton’s ship?
6.
How is the creature’s soul described by Victor ?
7.
In his youth, what did Victor think he was destined to
achieve?
8.
Is Margaret Saville married?
9.
When Walton’s crew wants to return home, what does Victor
advise them?
10.
Although Frankenstein wanted to destroy the monster, in his
speech over Victor’s body, what does the creature say would
have been a more satisfying revenge?
Answers
1.
Victor finds pleasure only when he sleeps at night and dreams
of Elizabeth and Henry, alive and healthy.
2.
The creature leaves messages carved on rocks and trees.
3.
The creature takes their store of winter food and a dogsled
team.
4.
Victor followed the creature onto the ice and could see him
in the distance. But when he is within a mile of him, the
creature disappears and the ice breaks apart, leaving Victor
stranded.
5.
Victor breaks his sled apart and uses the wood to row towards
the ship.
6.
He says his soul is “as hellish as his form, full of treachery
and fiend-like malice.”
7.
Victor tells Walton that, as a young man, he felt he was
destined for “some great enterprise.” He believed that his
good judgment would enable him to accomplish “illustrious
achievements.”
8.
Yes. Walton mentions that she has a husband and children.
9.
Victor tells them not to give into fear and cowardice. They
should continue the expedition and return home as heroes.
10.
The creature says that Victor’s desire for revenge against
him would have been “better satiated in my life than in my
destruction.”
Suggested Essay Topics
1.
When Victor is chasing him, why does the creature keep
leaving clues to help Victor follow his trail?
2.
DoyouthinkVictorisrightwhenheurgesWaltontoabandon
his ambition? Explain your answer.
3.
Is Victor justified in blaming himself for the deaths of Henry,
Elizabeth, and his other family members? Explain your answer.
4.
Discussthecreature’sfinalspeechtoWalton.Howdoeshereally
feel about Victor? Is he sad or happy about his death?
5.
Why do you think the creature wants to eliminate any evidence
of his own existence?
SECTION ThrEE
Sample Analytical
Paper Topics
Topic #1
Discuss the true nature and personality of the creature in
Shelley’s Frankenstein.
Outline
I.
Thesis Statement: Althoughthecreaturebehavesviciouslyand
murders several people, he is not inherently evil or malicious.
II.
Creation of the creature
A. The creature as a product of Victor Frankenstein:
1.
Construction of creature from body parts
2.
Victor brings the creature to life
3.
Rejection of the creature by Frankenstein
4.
Confusion and pain of rejection
5.
Experience of physical senses
6.
Emotional response
B.
The creature as a lost innocent:
1.
Wanders in the woods, alone and confused
2.
Discovery of food and fire
3.
Seeking shelter from natural elements
III.
The creature in society
A.
Second rejection by humans:
1.
The peasant flees from the creature
2.
He is isolated from society
B. Creature understands he is repulsive to humans:
1.
Prefers to hide in the forest, away from people
2.
The creature realizes he is ugly
C.
The benevolent nature of the creature:
1.
Admiration of the De Lacey family
2.
Anonymous acts of kindness towards the family
3.
Appreciation of music and literature
4.
Attempt to communicate with M. De Lacey
a.
Seeks companionship from the father
b.
Experiences sadness instead of anger at Felix’s
attack
5. Burns down cottage after De Laceys move out
a.
First violent act in response to rejection
D.
The creature attempts to save the drowning girl:
1.
Attacked by girl’s father
2.
Further rejection by society
IV.
Creature’s relationship with Frankenstein
A.
Rejection and abandonment by “father”:
B.
Creature discovers identity of his creator:
1.
Creature experiences true rage
C.
Creature demands a mate from Frankenstein:
1.
Only wants to be left alone with a companion
2.
Promises not to harm anyone
D.
Creature’s last hope destroyed by his creator:
1.
Frankenstein tears apart the mate
2.
Creature vows revenge
3.
Kills Henry and Elizabeth
E. Frankenstein becomes as miserable as his creature:
1.
His loved ones are dead
2.
He feels responsible and guilty over their deaths
V.
The creature’s true nature and desires
A.
Love and acceptance by society
B.
Companionship
C.
An end to his lonely isolation
D.
Final desire: a fiery, anonymous death;
1.
Creature understands he can never find peace or
happiness in human society
E.
The creature as a product of society:
1.
Prejudice and behavior of humans
VI.
Conclusion
Topic #2
Illustrate Mary Shelley’s use of Romantic concepts in Frankenstein.
Outline
I.
Thesis Statement: Frankenstein isaclassicexampleofliterature
written in the Romantic tradition.
II.
Romanticism
A. History of romanticism in literature and the arts:
1.
Examples
B.
Characteristics of Romantic literature:
1.
Feelings and emotionalism vs. intellect
2.
Emotional response of characters
3.
Nonrealistic portrayal of characters
4. Dramatic settings
a. Mountain landscapes
b. Germany and the Rhine
c. Scotland
5. Bizarre stories and events
C. Major Romantic writers:
1. Mary Shelley
2. Percy Bysshe Shelley
3. Lord George Gordon Byron
4. William Wordsworth and Samuel Taylor Coleridge
5. Sir Walter Scott and Jane Austen
6. Edgar Allan Poe and the American movement
III. Romantic elements in Frankenstein
A. Bizarre story of monster and creation:
1. Unexplained events
2. Strange creature
B. Characters driven by emotional need:
1. Creature
a. Need for love and acceptance
b. Loneliness and desire for revenge
2. Victor Frankenstein
a. Love of friends and family
b. Despair and shock
c. Revenge against creature
3. Elizabeth Lavenza
a. Love of Victor and family
b. Belief in Justine’s innocence
c. Self-sacrifice for Victor
4. Robert Walton
a. Desire for close, loving friend
5. Henry Clerval
a. Close, loyal friend and companion
C. Romantic settings:
1. Switzerland and the Alps
2. Ingolstadt
3. Scotland and Orkney Islands
4. The Arctic
D. Emotional events:
1. Death of Caroline Beaufort
2. Adoption of children by Frankensteins
3. Death of William Frankenstein
4. Trial of Justine Moritz
5. Death of Henry Clerval
6. Marriage of Victor and Elizabeth
7. Murder of Elizabeth
8. Death of Victor Frankenstein
E. Creature as a natural man
1. Idea of the “Noble Savage”
IV. Conclusion
Topic #3
Victor’s driving, obsessive ambition ruined his life and led
to his own death and the murder of his loved ones. Illustrate how
ambition affects not only Victor and Robert Walton, but also the
creature in Frankenstein.
Outline
I. Thesis Statement: Ambition and the quest for knowledge is
a fatal flaw in the characters of Victor Frankenstein, Robert
Walton, and the creature.
II. Victor Frankenstein’s obsession
A. Curiosity and desire for knowledge:
1. As a boy, sees lightning strike tree
2. Study of Agrippa and Paracelsus
B. Attends University of Ingolstadt:
1. Influence of M. Waldman
2. Intensive study and experimentation
3. Loses contact with family and friends
C. Creation of a monster:
1. Ambition blinds him to reality of creation
a. Thinks creature will be beautiful
2. Confronted with living creature
3. Horrified at what he has created
D. Life destroyed by his creation:
1. Family and friends killed
2. No hope for future
3. Sinks into black hole of anger and revenge
III. The creature’s quest for knowledge
A. Creature as a blank innocent:
1. Is benevolent, but knows nothing
2. Wants to be accepted
B. Is exposed to world of knowledge:
1. Observation of De Lacey family
2. Books, music, and loving relationships
3. Learns to read and write
C. Desires knowledge and understanding of world:
1. Reads Paradise Lost and other works
2. Reads Victor’s journal
D. Acquires a terrible knowledge:
1. Understands who he is and how he was created
2. Realizes he is doomed to lifelong misery
E. Becomes obsessed with notion of revenge:
1. Murders innocent people
2. Devotes life to torment of Victor
3. Seeks release in fiery death
IV. Walton’s expedition
A. Walton’s obsessive quest:
1. Like Victor, spends years pursuing dream
B. Confronted with reality of hardship and pain:
1. Could destroy crew and himself
C. Learns from Victor and ultimately abandons quest
V. Conclusion
Frankenstein
The Life and Work of Mary Wollstonecraft Shelley
Mary Shelley dedicated her first novel, Frankenstein or,
The Modern Prometheus, to her father, William Godwin. Godwin, a
respected writer himself, was the author of two well-known books,
Political Justice (1793) and Caleb Williams (1794). Godwin’s work
containedcontroversialphilosophicalideasandcritiquesofsociety.
His belief in the inherent decency of human beings influenced a
numberoftheRomanticpoetsofthetime.In1797,hemarriedMary
Wollstonecraft, a distinguished writer whose A Vindication of the
Rights of Women was published in 1792. They had been married
less than a year when Wollstonecraft died after giving birth to their
daughter, Mary, who was born on August 30, 1797.
After Godwin remarried, Mary was raised by her stepmother,
Mrs. Clairmont, a widow with two children of her own.
Although Godwin had hoped to provide a stable family for his
daughter, Mary had a difficult childhood, due in part to her contentious
relationship with Clairmont. When Mary was 15, she moved
into the home of the Baxters, who were friends of her father. It was
at the Baxter’s house, in May 1814, that she met Percy Bysshe Shelley,
a notable young poet who was there visiting Godwin. Although
Percy was already married, he and Mary fell in love. In June, they
left England together to travel through Europe. On February 22,
1815, Mary gave birth to a premature child, who died three weeks
later. Another child, William, was born in January 1816.
Five months later, Percy and Mary traveled to Switzerland
where they rented a cottage for the summer. Their neighbors
included their friend, Lord Byron, who had a home near Geneva.
During a rainy spell, when the evenings were cold and damp, Mary,
Percy, and Byron would gather in front of Byron’s fireplace and
entertain each other by reading German ghost stories. Inspired
by the tales, the three friends agreed to each write a story similar
to ones they had been reading. Although Percy and Byron never
completed theirs, Mary went on to write a story that would eventuallybecomethenovel
Frankenstein.Theeventfulyearconcludedin
tragedy after Shelley’s wife, Harriet, committed suicide, drowning
herself on December 10, 1816. Percy and Mary were legally married
three weeks later. Another son, Percy Florence, was born shortly
after the wedding.
Mary’s novel, Frankenstein, was published in 1818 and
its success brought Mary considerable recognition. Five months
after it was published, a friend wrote from England that the book
was “universally known and read.” But this success would soon
be overshadowed by tragedies in the author’s life. Two of her three
children became ill and died—Clara on September 24, 1818, and
William on June 7, 1819. Then, three years later on July 8, 1822,
Percy Shelley drowned with two companions when his boat was
caught in a heavy squall on the Bay of Spezia in Italy.
In spite of the unhappiness in her life, Mary Shelley continued
to write. Her second novel, Valperga, was a success after it
was published in 1823. Other works include The Last Man (1826),
The Fortunes of Perkin Warbeck, A Romance (1830), Lodore (1835),
and Falkner (1837). An account of her European travels in the
1840s was published in two volumes under the title Rambles in
Germany (1844). She is also the author of two dramas, Proserpine,
A Mythological Drama in Two Acts, and Midas, both written in the
late 1820s, as well as a number of short stories and poems.
Shelley’s only surviving child, Percy Florence, became
Lord Shelley in 1844. He married a few years later and Mary lived
comfortably with his family until her death, at the age of 54, on
February 1, 1851.
Historical Background
Published in 1818, Mary Wollstonecraft Shelley’s Frankenstein
or, The Modern Prometheus added to the growing body
of Romantic fiction published in the early 1800s. Shelley became
one of the most influential writers of both Romantic and Gothic
fiction, establishing, with Frankenstein, a new genre known today
as science fiction.
Gothic romance often deals with mysterious and supernatural
subjects. Gothic stories frequently take place in rugged,
natural settings, near ancient castles or monasteries. The plots
are suspenseful and usually deal with the forces of good and evil.
One of the earliest works of Gothic fiction is Horace Walpole’s The
Castle of Otranto (1764).
In his novel, Walpole challenged the realistic style of the
time by writing about the past and the subconscious. His Gothic
romance is one of the earliest examples of the emerging romantic
movement. Novels such as Ann Radcliffe’s Mysteries of Udolpho
(1794), Matthew Gregory Lewis’s The Monk (1796), and William
Godwin’s CalebWilliams areotherexamplesoftheGothicromance.
American writers such as Nathaniel Hawthorne and Edgar Allan
Poe also wrote in the Gothic style, which remained popular until
the 1820s.
Romanticism was a separate intellectual and artistic
movement that began in Europe in the middle of the eighteenth
century. Romantics, who promoted the uniqueness of individual
imagination and expression, believed in the interrelation of nature,
spirituality, and humankind. The movement, which began
in Germany, soon became popular in England as well. The lyrical
ballads of William Wordsworth and Samuel Taylor Coleridge are
generally considered to be the beginning of English romanticism.
Many other writers, including Lord Byron, William Blake, John
Keats, and Mary Shelley’s husband, Percy Bysshe Shelley, wrote in
the romantic style. Other notable fiction writers of the time include
Jane Austen, whose Pride and Prejudice (1813) remains popular
even today, and the poet Sir Walter Scott, who wrote his first novel,
Waverly, in 1814.
In addition to their philosophical and spiritual concerns,
the Romantic writers were also affected by the political events of
the time. Beginning in 1789, the French Revolution had created an
upheaval in Europe. Social reorganization lasted for the next 10
years as the rebellion continued to change the social structure and
government of France. While many of the Romanticists favored the
originalprinciplesoftherevolution,whicheffectivelyabolishedthe
French monarchy in favor of a more democratic system controlled
by the middle classes, they were opposed to the extreme violence
that helped bring about the changes. At the same time, England
was also experiencing a profound transformation. The Industrial
Revolution had made England a leading economic force in the
world as mechanical power helped boost the country’s production
in every area of industry and manufacture.
After the French Revolution, France, which had aided the
rebellious British colonies during the American Revolution, soon
found itself engaged in a war with England. In 1804, Napoleon
Bonaparte was crowned emperor of a revolutionary France still in
flux. Within seven years, Napoleon had conquered all of Europe,
fromSpaintotheRussianborderwithPrussia.TheBritish,however,
with the help of their powerful navy, remained unconquered. Then,
in 1812, after Napoleon invaded Russia, a severe Russian winter
cost France most of its army. A new European alliance, nurtured by
British money and diplomacy, sprang up and France was defeated
in Germany and Spain. Finally, in 1814, Napoleon surrendered
and Britain, Russia, Austria, and Prussia drafted a peace treaty
in Vienna. The following year, Napoleon returned from exile and
raised a new army, but allied forces commanded by the British
Duke of Wellington defeated Napoleon during a three-day battle
at Waterloo in June 1815.
Mary Shelley, who was experiencing turmoil in her own
family, was raised during this time of political unrest and violence.
Her relationship with Percy Shelley was scandalous at the time,
but she gained acceptance at an early age with the publication
of Frankenstein. The book was as controversial as her affair with
Shelley. Sir Walter Scott, writing in Blackwood’s magazine, praised
the novel as an “extraordinary tale” and Shelley as an author with
“uncommon powers of poetic imagination.” Edinburgh magazine
said Shelley demonstrated a “mastery in harsh and savage
delineations of passion,” adding, however, that “it is one of those
works…which we do not well see why it should have been written.”
The Quarterly Review praised the “highly terrific” language
of the novel, but said “our taste and our judgment alike revolt at
this kind of writing…it inculcates no lesson of conduct, manner,
or morality; it cannot mend, and will not even amuse its readers,
unless their taste have been deplorably vitiated.”
Inspiteofthemixedreviewsitreceived, Frankenstein wasa
bestseller and would remain popular for generations. Mary Shelley
became a respected author with numerous titles to her credit. It is
the remarkable power of her first novel, though, that continues to
inspire a host of horror stories and science fiction tales. Considering
the book’s lasting influence, it is hardly surprising that film
adaptations of Frankenstein are still being made today.
Master List of Characters
Robert Walton—An explorer who meets and cares for Victor Frankenstein
while traveling in the Arctic;Walton writes to his sister,
Margaret Saville, in England, relating Victor’s horrible tale.
The Creature—Victor Frankenstein’s “monster”.
Victor Frankenstein—A young man, born in Switzerland, whose
study of science and natural philosophy leads to his tragic
creation of the monster.
Alphonse Frankenstein—Victor’s father; a wealthy, influential man
with humanitarian concerns.
Beaufort—Alphonse Frankenstein’s friend and Caroline’s father.
Caroline Beaufort Frankenstein—Victor’s mother and Alphonse’s
wife; she dies shortly before Victor leaves for Ingolstadt.
Elizabeth Lavenza—A young woman who is adopted by the
Frankenstein family; she marries Victor and is killed by the
creature.
Henry Clerval—Victor’s best friend and closest confidant; he is also
killed by the creature.
Ernest Frankenstein—Victor’s younger brother.
William Frankenstein—Victor’s youngest brother; William is murdered
by Victor’s creature.
Justine Moritz—A young woman who lives with the Frankenstein
family; Justine is falsely accused of killing William. She is tried
and executed for the murder.
M. Krempe—Victor’s philosophy professor at the University of
Ingolstadt.
M. Waldman—Another professor who becomes Victor’s mentor at
Ingolstadt.
Felix De Lacey—A young peasant the creature observes living in a
small cottage in the forest.
Agatha De Lacey—Felix’s sister, who also lives in the cottage.
M. De Lacey—Felix’s and Agatha’s father; the creature tries to make
friends with him.
Safie—A young Turkish woman who is Felix’s fiancée.
Safie’s father—A Turkish man Felix helps escape from prison.
Mr. Kirwin—A judicial magistrate who is in charge of Victor’s case
in Ireland.
Daniel Nugent—A witness in the murder case in Ireland.
Nurse—A woman who cares for Victor in prison.
Magistrate—A criminaljudgeinGeneva wholistens toVictor’sstory
about the creature.
Summary of the Novel
Robert Walton, an explorer, describes his trip to the Arctic
in letters to his sister, Margaret Saville, who lives in England. After
discussing his preparations for the trip, one of Walton’s letters informs
Margaret that his ship is stuck and surrounded by ice. Walton
then relates a strange event: As they looked out on the enormous
ice field, Walton and his crew saw a gigantic man being pulled
by a dogsled. The following day they discovered another, smaller
man, desperately ill, adrift on a sheet of ice. Walton writes that he
brought the man onto his ship, allowed him to rest, and attempted
to nurse him back to health. After a week the man was able to talk
and told Walton an incredible story.
Theman’snameisVictorFrankenstein,ayoungscientistborn
inGeneva,Switzerland.Heisamemberofawealthyfamilyconcerned
with humanitarian issues. Victor goes on to relate his story to
Walton, who writes it down as Victor speaks, making a record
of Victor’s story, to be sent as a letter to Margaret Saville, Walton’s
sister.
Victor tells Walton that, as a boy, he was always fascinated
by science and alchemy and he eventually attended the University
of Ingolstadt to study natural science. At the university he focused
all his attention on experiments designed to create life. After
months of exhaustive study, Victor constructed a huge creature
from parts of human cadavers. He then discovered a method of
bringing it to life. However, when the creature opened its eyes, Victor
was horrified by his monstrous-looking creation. He ran from
his laboratory and became very ill and disoriented for almost two
years. During this time, he believed that the creature must have
perished.
Afterherecoveredfromhisillness,ashepreparedtoreturn
home to his family, Victor learned that William, his seven-year-old
brother, had been murdered. Justine Moritz, a young woman the
Frankenstein family had adopted, had been accused of the crime.
But Victor refused to believe that Justine committed the murder.
Instead, he suspected that his creature wasn’t really dead, and was
responsible for the horrible crime. However, after Victor returned
to Geneva, Justine was tried, found guilty, and hanged.
Victor explains to Walton that he felt responsible for William’s
murder and Justine’s execution. Guilt-ridden and desperate
to be alone, he climbed into the mountains, where he encountered
the creature. The creature told Victor that he had survived for the
past two years, hiding out in the woods and eating nuts and berries.
Lonely and miserable, he realized that he was repulsive to
other human beings. In the forest, though, the creature discovered
a gentle peasant family living in a cottage; by secretly observing
them, the creature learned to read and write. Then, in his jacket
pocket, the creature found Victor’s journal and read of the experiments
that led to his creation. Enraged, he concluded that it was
Victor Frankenstein who was responsible for his misery.
After relating his story, the creature demanded that Victor
re-create his experiment and construct another creature. The
creature explained he was desperate for a companion who would
not find him repulsive. If Victor does as he asks, he will go away
withthenewcreatureandneverbotherVictoragain.Althoughwary
of the proposal, Victor says he reluctantly agreed to the creature’s
request.
Victor tells Walton that he set up a new laboratory in Scotland
and began the work of creating a companion for the creature.
But he was haunted by the thought that this new monster might be
more evil than the original, and he was terrified at the idea of the
two creatures creating a new, horrible race of beings. So instead
of completing his task, Victor destroyed his work before giving life
to the new creation. But the original creature was watching Victor
in his laboratory. Furious, he swore revenge, vowing to torment
Victor for the rest of his life. Later that night the creature strangled
Victor’s best friend, Henry Clerval.
Severalweekslater,VictormarriedElizabethLavenza,agirl
who was adopted by his family, and with whom Victor had always
been in love. But after Victor and Elizabeth marry, the creature appeared
on their wedding night and strangled Elizabeth to death.
Grief-stricken over the death of Elizabeth, Alphonse Frankenstein,
Victor’s father, died a few months later. In utter despair, Victor
vowedtopursuethecreatureanddestroyit.Hechasedthemonster
for months, finally arriving in the Arctic where he met Walton and
his expedition.
Having finished his story, Victor Frankenstein dies on Walton’s
ship. Walton ends the tale in additional letters to his sister, telling
her that the night Victor died, the creature entered Victor’s room
and lamented his death. He then told Walton he planned to build a
huge fire and burn himself to death. Before Walton could respond,
the creature jumped from the ship and landed on a floating slab
of ice. Walton concludes his final letter, telling Margaret that the
creature was carried out to sea, where he disappeared into the
darkness.
Estimated Reading Time
The Pennyroyal edition of Frankenstein or, The Modern
Prometheus is 237 pages long with illustrations. While the novel is
of average length, some of the language is dated and the sentences
and paragraphs are rather long. The plot is complicated, and the
narrative is unusual—related as a series of stories within stories
andletters.Itmaybedifficultforsomereaderstofullycomprehend
the entire text during a first reading. The average reader might
want to divide his or her reading time into four or five sessions of
two to three hours each, completing three to five chapters in each
sitting.
SECTION TWO
Study Questions
&
Suggested Study Topics
Frankenstein
or, The Modern
Prometheus
Volume One: Letters One through Four
New Characters:
Robert Walton: an explorer who writes to his sister Margaret in
England; he encounters Victor Frankenstein on the Arctic ice
and later records his horrible story
The Creature: a huge figure Walton sees traveling in a dogsled on
the ice; later we learn that this is the “monster” created by Victor
Frankenstein
Victor Frankenstein: a young scientist, unidentified by Walton in
these letters, who is hunting for the monster he created
Study Questions
1.
What does Robert Walton hope to accomplish on his voyage?
2.
How did Walton prepare himself for the expedition?
3.
What did Walton read for the first 14 years of his life?
4.
How old is Robert Walton?
5.
Why did the ship’s master decide not to get married?
6.
How far is the ship from land when Walton sees the gigantic
figure in the dogsled?
7.
How does Walton describe his expedition when his new
passenger asks about the ship’s destination?
8.
How does Walton feel about the man he rescues?
9.
Why is the man Walton rescues traveling alone on the ice?
10.
How does Walton feel about hearing his new friend’s story?
Answers
1.
Walton wants to visit, and walk upon, a part of the world
that has never been seen before.
2.
Walton prepared by going without food and sleep. He also
endured cold temperatures. He worked on whaling ships
during the day, and then studied all night.
3.
As a child and as a young man, Walton read his uncle
Thomas’s books of voyages.
4.
Walton is 28 years old.
5.
The fiancée of the ship’s master loved another man. He let
her go because he wanted her to be happy.
6.
Walton believes he is hundreds of miles from land when he
sees the dogsled.
7.
Walton tells the man he is on a “voyage of discovery towards
the northern pole.”
8.
Walton says he loves him like a brother, and feels sympathy
and compassion for him.
9.
The man says, “To seek one who fled from me.”
10.
Walton is grateful that the man will tell his story, but he worries
that telling it will cause the man renewed grief.
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 rescues. Why does Walton feel
such compassion for Victor, a total stranger?
3.
Why is Walton so impressed with the shipmaster’s actions
regarding his fiancée?
4.
What Romantic concepts do the characters of Victor and
Walton illustrate?
Volume One: Chapters One and Two
New Characters:
Alphonse Frankenstein: Victor’s father
Beaufort: Alphonse’s close friend and Caroline’s father
Caroline Beaufort Frankenstein: Alphonse’s wife and Victor’s
mother
Elizabeth Lavenza: Victor’s adopted sister
Henry Clerval: Victor’s closest friend
Ernest Frankenstein: Victor’s brother
William Frankenstein: Victor’s youngest brother
M. Krempe: an arrogant professor at the University of Ingolstadt
who ridicules Victor
M.Waldman: a friendly professor who advises Victor to study modern
science
Study Questions
1.
How did Victor’s father spend his “younger days”?
2.
While Victor was intrigued by science as a child, what were
Elizabeth’s chief interests?
3.
What did Henry Clerval write when he was nine years old?
4.
Where does Victor first come across the works of Agrippa?
5.
What does Victor witness during the thunderstorm?
6.
Why doesn’t Henry Clerval attend the university with Victor?
7.
What subject does Professor M. Krempe teach?
8.
How does M. Waldman react when he hears the names of
Agrippa and Paracelsus?
9.
Before he leaves for the university, what does Victor hope to
accomplish with his scientific studies?
10.
According to Professor Waldman, what have the “modern
masters” learned about blood and air?
Answers
1.
He was “perpetually occupied by the affairs of his country.”
2.
Elizabeth was concerned with the “aerial creations of the
poets.” Victor explains that while he sought to discover the
secrets of the world, Elizabeth thought of the world as a
“vacancy, which she sought to people with imaginations of
her own.”
3.
Henry wrote a fairy tale that delighted all his friends.
4.
Victor comes across the works of Agrtippa at an inn near the
baths of Thonon.
5.
Victor witnesses a bolt of lightning that strikes and destroys
a tree.
6.
Henry’s father wants him to join the family business.
7.
Krempe teaches natural philosophy.
8.
He smiles in a friendly way, without showing any contempt.
9.
Victor wants to learn how to “banish disease from the human
frame, and render man invulnerable to any but a violent
death.”
10.
Waldman says they have “discovered how the blood circulates,
and the nature of the air we breathe.”
Suggested Essay Topics
1.
Victor is deeply affected by Caroline’s death. Discuss Victor’s
reaction to his mother’s death and the influence it has on
his scientific studies.
2.
Discuss Victor’s friendship with Henry Clerval and compare
it to his father’s relationship with Beaufort.
3.
What is “modern science” as explained by M. Waldman, and
how does it differ from the theories of Agrippa and the other
scientists Victor studies?
Volume One: Chapters Three, Four, and Five
New Character:
Justine Moritz: a young woman living with the Frankenstein
family
Study Questions
1.
After he begins his study of natural philosophy, how does
Victor feel about M. Waldman?
2.
How tall does Victor plan to make his creature?
3.
How does Victor describe himself after his months of
study?
4.
In what month does Victor finally complete his experiment?
5.
What color is the creature’s hair and lips?
6.
After he brings the creature to life, who does Victor dream
about meeting in Ingolstadt?
7.
What does the creature do when he visits Victor in his bedroom?
8.
As he wanders the streets of Ingolstadt, what poem does
Victor quote?
9.
Afterherecoversfromhisillness,howdoesVictorreactwhen
he finally sees his laboratory instruments again?
10.
When Henry invents tales to amuse Victor, what kind of
writers does he imitate?
Answers
1.
Victor says he regards Waldman as “a true friend.”
2.
He plans to construct a figure that is eight feet tall.
3.
Victor says he is pale and emaciated after months of study.
4.
He brings the creature to life “on a dreary night of November.”
5.
Black. Victor describes the creature as having flowing hair
of “lustrous black” and “straight black lips.”
6.
Victor dreams about meeting Elizabeth in Ingolstadt.
7.
The creature grins and holds out his hand to Victor.
8.
He quotes lines from Coleridge’s “Rime of the Ancient Mariner,”
the same poem that was referred to earlier in Robert
Walton’s second letter to his sister.
9.
He becomes nervous and suffers from renewed anxiety at
the thought of his experiment.
10. Henry imitates the style of Persian and Arabic writers.
Suggested Essay Topics
1.
Why do you think Victor created such a horrible-looking
creature? Did he realize what he was doing? Explain your
answer.
2.
What are some of the characteristics of the Gothic novel,
and how does Mary Shelley use them in these chapters?
3.
Victor tells us that his friend Clerval’s imagination was “too
vivid for the minutiae of science.” What does he mean by
this?
Volume One: Chapters Six and Seven
Study Questions
1.
Who is Ernest Frankenstein?
2.
Why did William hide from Ernest in Plainpalais?
3.
Why did Elizabeth feel responsible for William’s murder?
4.
How long has Victor been away from home, studying at
Ingolstadt?
5.
When Victor sees the creature in the Alps, why doesn’t he
pursue it?
6.
How has Elizabeth changed in the six years since Victor has
seen her?
7.
How does Justine look and behave during her trial?
8.
How did Justine react when she was shown William’s
body?
9.
Whom does Victor consider to be the “true murderer” of
William?
10. How does Elizabeth feel after she visits Justine in prison?
Answers
1.
Ernest is Victor’s and William’s brother. He returned alone
after he and William went off to play.
2.
William and Ernest were playing hide-and-go-seek.
3.
Elizabeth had given William the locket. She assumed the
murderer killed William to get the locket, however, she believes
Justine is innocent.
4.
Victor has been away for six years.
5.
The creature would be impossible to catch. Victor has seen
it bound up Mount Saleve with tremendous speed and agility.
6.
Elizabethhasgrownupandbecomean“uncommonlylovely”
woman.
7.
Victor describes Justine as being calm and tranquil during
the trial, and “confident in innocence.”
8.
She became hysterical and was ill for several days.
9.
Victor thinks of himself as the “true murderer.”
10.
Although Justine has been condemned to death, Elizabeth
is relieved to learn that Justine is really innocent. If Justine
had been guilty, Elizabeth would have felt terrible anguish
at being deceived by someone she loved and trusted.
Suggested Essay Topics
1.
AfterJustineisaccusedofWilliam’smurder,whydoyouthink
Victor never tells anyone about the creature?
2.
Explain why Justine confesses to the crime, even though she
is innocent.
3.
Discuss Victor’s experience with lightning and Shelley’s use
of it when Victor sees the creature.
Volume Two: Chapters One and Two
Study Questions
1.
Where does the Frankenstein family move to after Justine is
executed?
2.
How does Victor spend his time at Belrive?
3.
When does Victor like to sail his boat?
4.
Besides sailing, what else does Victor consider doing at the
lake?
5.
How do Victor and his family travel to Chamonix?
6.
What is Victor looking at when the creature appears?
7.
What does Victor call the creature when he first sees him?
8.
What happens when Victor tries to attack the creature?
9.
Why does Victor agree to listen to the creature’s story?
10.
What is the creature’s mood when he enters the hut with
Victor?
Answers
1.
The family moves into their house in Belrive.
2.
Victor sails his sailboat aimlessly, letting the wind blow him
in any direction.
3.
He usually sails at night, after his family has gone to sleep.
4.
Victor thinks about committing suicide by drowning himself
in the lake.
5.
They travel first by carriage and later, as they enter the
mountains, by mule.
6.
Victor is looking at Mont Blanc and Montanvert, two mountains
in the Alps.
7.
Victor calls him “Devil!” and a “vile insect.”
8.
WhenVictorspringsatthecreature,thecreatureeasilyeludes
him.
9.
Victor is not only curious, but he is also moved by a strange
compassion for the creature, and he feels a sense of duty
because he is the monster’s creator.
10. Victor says the creature is exultant.
Suggested Essay Topics
1.
The creature tells Frankenstein: “misery made me a fiend.”
Do you think the creature’s unhappiness justifies his murderous
behavior? Explain your answer using examples from
the text.
2.
Victor contemplates suicide while sailing on the lake, and
again when climbing the mountain. Discuss the change in
Victor’s personality from his university days.
Volume Two: Chapters Three, Four, and Five
New Characters:
Felix De Lacey: a young peasant the creature observes living in a
small cottage in the forest
Agatha De Lacey: Felix’s sister who also lives in the cottage
M. De Lacey: Felix’s and Agatha’s father; the creature tries to make
friends with him
Safie: a young Turkish woman who is Felix’s fiancée
Study Questions
1.
What is the first food the creature eats when he goes into
the forest?
2.
What does the creature call the moon?
3.
What weapons do the villagers use to attack the creature?
4.
What does Agatha, the young girl, do after she finishes playing
her musical instrument?
5.
Why is the creature perplexed at first by the unhappiness of
the peasant family?
6.
Who is the saddest member of the peasant family?
7.
Do Felix, Agatha, and their father realize it is the creature
who is helping them?
8.
How does Felix change when Safie arrives?
9.
What pet name does Felix call his fiancée?
10. What book does Felix use to instruct Safie?
Answers
1.
The creature eats berries he finds growing on a tree.
2.
The creature calls the moon the “orb of night.”
3.
They use stones and “other kinds of missile weapons.”
4.
Agatha holds her brother and sobs.
5.
The family appears to have everything they need—food,
shelter, clothing—and the creature doesn’t understand that
they are actually living in poverty.
6.
The creature believes Felix must have suffered more than
the others because he appears to be the saddest person in
the cottage.
7.
They think it is a magical “good spirit” that is helping
them.
8.
Felix is delighted to see her, and “every trait of sorrow vanished
from his face.”
9.
Felix calls her his “sweet Arabian.”
10.
Felix reads Volney’s Ruins of Empires. By listening to Felix
read,thecreaturegainsaninsightintothe“manners,governments,
and religions of the different nations of the earth.”
After hearing about the wonderful and terrible deeds of
humankind, the creature wonders how humans could be
“at once so powerful, so virtuous, and magnificent, yet so
vicious and base.”
Suggested Essay Topics
1.
Describe the creature’s feelings towards Victor when he first
came to life. How do they differ from Victor’s first reaction
to his creation?
2.
Discussthecreature’sattitudetowardsknowledge.Whydoes
learning new things excite him and at the same time cause
him so much pain?
3.
Explain how the creature feels towards the peasant family.
Why do you think he is so moved by their gentleness and
kindness?
Volume Two: Chapters Six, Seven, Eight,
and Nine
New Character:
Safie’s father: a Turkish man Felix helps escape from prison
Study Questions
1.
What French city did the De Laceys live in?
2.
At the conclusion of his trial, what sentence does Safie’s
father receive?
3.
Why didn’t Safie’s father want her to marry Felix?
4.
What does Safie take with her when she leaves Turkey?
5.
What are the creature’s “chief delights” when he is living in
the shed?
6.
How does old De Lacey describe the hearts of men to the
creature?
7.
What does the De Lacey family do after their encounter with
the creature?
8.
What does the creature do to the De Laceys’ cottage?
9.
What happens when the creature sees the young girl fall into
the stream?
10.
Why does the creature think William will not be frightened
by his appearance?
Answers
1.
The De Laceys lived in Paris.
2.
Safie’s father is condemned to death.
3.
He loathed the idea that she would ever marry a Christian.
4.
Safie takes her jewels and a small sum of money.
5.
The creature enjoys nature, especially in the summer, delighting
in “the sight of the flowers, the birds, and all the gay
apparel.”
6.
He says the hearts of men, when unprejudiced by self-interest,
are “full of brotherly love and charity.”
7.
They move out of the cottage and the creature never sees
them again.
8.
The creature burns it to the ground.
9.
The creature saves her from drowning and pulls her back to
safety.
10.
When the creature meets William, whom he at first only
knows as an anonymous boy, he believes the boy is too
young to have formed any prejudices about “deformity.”
The creature mistakenly thinks the boy will accept the way
he looks.
Suggested Essay Topics
1.
Discuss the Romantic notion of good and evil. How does it
relate to the creature’s actions so far?
2.
Explain why the creature feels it is so important to come out
of hiding and talk to the elder De Lacey.
3.
DescribehowthecreaturefeelswhenhefindsVictor’sjournal
in his pocket.
Volume Three: Chapters One and Two
Study Questions
1.
Why does Victor want to go to England?
2.
Why does Alphonse want Victor to marry Elizabeth?
3.
How long does Victor plan to be away from Geneva?
4.
What does Victor take with him on his trip?
5.
What poem does Victor quote from as he describes the
beautiful scenery on his trip?
6.
In London, why does Clerval remind Victor of his “former
self”?
7.
Why does Victor agree to go to Scotland?
8.
How does Victor feel when he and Henry visit Hampden’s
tomb?
9.
While he is traveling in Scotland, what does Victor fear the
creature might do?
10. To what islands does Victor travel in Scotland?
Answers
1.
He wants to go to England to create a companion for the
creature; Victor must continue his studies and learn about
the new scientific discoveries that were made in England.
2.
Alphonse realizes that his son is depressed; he hopes the
marriage will make him happy.
3.
Victor plans to be away for two years.
4.
At the last minute, Victor remembers to pack his chemical
instruments.
5.
Victor quotes from Wordsworth’s “Tintern Abbey.”
6.
Victor says Clerval is “inquisitive, and anxious to gain experience
and instruction.” He reminds Victor of himself when
he was young and enthusiastic.
7.
Although he “abhorred society” and doesn’t want to visit any
new friends, Victor is anxious to see mountains and streams
again, and to be in a natural setting.
8.
For a moment, Victor forgets his troubles. He feels free, filled
with a “lofty spirit” as he recalls Hampden’s heroic deeds.
9.
Victor is afraid the creature will kill his family in Geneva,
although he also thinks the creature is following him.
10.
Victor goes to the Orkney Islands to begin working on the
companion for the creature.
Suggested Essay Topics
1.
Victor says of his father that “a more indulgent and less dictatorial
parent did not exist upon earth.” Discuss Alphonse’s
influence on Victor and Victor’s feelings towards his father.
2.
Give some examples of the Romantic concept in Shelley’s use
of physical locations. How does it help establish character
and mood in the novel?
Volume Three: Chapters Three and Four
New Characters:
Mr. Kirwin: a judicial magistrate who is in charge of Victor’s case
in Ireland
Daniel Nugent: a witness in the murder case in Ireland
Nurse: a woman who cares for Victor in prison
Study Questions
1.
Where does the creature go after Frankenstein destroys the
female creature?
2.
What do the fishermen deliver to Victor while he is sitting
on the beach?
3.
Does Victor ever reconsider his actions after he destroys the
female creature?
4.
Is Victor afraid when he is adrift at sea?
5.
What language does Victor use to address the Irish people?
6.
How does Victor describe Mr. Kirwin?
7.
What did the fishermen do when they found Clerval’s
body?
8.
While he is delirious, what does Victor say that implicates
him in the murder of Clerval?
9.
What does the prison nurse tell Victor about his father?
10. Does Victor care that he is in prison?
Answers
1.
The creature runs out of Frankenstein’s hut and rows out
to sea.
2.
The fishermen deliver a letter from Clerval suggesting that
they travel to France together.
3.
After he destroys the creature, Victor doubts himself, wondering
if he did the right thing. But he says, “I banished
from my mind every thought that could lead to a different
conclusion.”
4.
Even though he is miserable, Victor is grateful to be alive
when the sea becomes calm and he sees land in the distance.
5.
Victor speaks to them in English.
6.
Mr. Kirwin is an “old, benevolent man, with calm and mild
manners.”
7.
The fishermen brought the body to a nearby house and went
to town for a doctor.
8.
Victor blames himself for the deaths of Henry, William, and
Justine, raving that he is the murderer of all three.
9.
She tells him that his father has come to visit him.
10.
Because he is in such anguish, it makes no difference to him.
Victor tells us that “to me the walls of a dungeon or a palace
were alike hateful.”
Suggested Essay Topics
1.
DiscussVictor’sreluctancetocreatethesecondcreature.Why
do you think he destroys it in front of the other creature?
2.
What does the creature mean when he tells Victor, “I shall
be with you on your wedding night”?
3.
Compare Alphonse’s and Victor’s relationship to Victor’s
relationship with the creature.
Volume Three: Chapters Five and Six
New Characters:
Magistrate: a criminal judge in Geneva who listens to Victor’s story
about the creature
Study Questions
1.
After he is released from prison, does Victor tell his father
about the creature?
2.
Why do Victor and Alphonse go to Paris?
3.
Besides thinking that Victor may have found someone else,
why does Elizabeth believe that Victor may not really want
to marry her?
4.
Does Elizabeth love Victor?
5.
How does Victor behave in the days leading up to his wedding?
6.
What does Victor think the monster plans to do on Victor’s
wedding night?
7.
Where do Victor and Elizabeth intend to live after their wedding?
8.
How does Victor get back to Geneva from Evian?
9.
How does the magistrate react when Victor tells him his
story?
10. What is Victor’s response to the magistrate?
Answers
1.
Even though Alphonse wonders why his son keeps blaming
himself for the murders, Victor never tells him about the
creature.
2.
Alphonse has to attend to some business there.
3.
When Elizabeth saw Victor in Geneva, she assumed he was
depressed because of his obligation to marry her.
4.
She loves him, but she worries that he is not really interested
in marrying her.
5.
Victor pretends to be happy. He fools his father, but not
Elizabeth.
6.
Victor thinks the monster will try to kill him.
7.
Victor and Elizabeth plan to live in a house that was purchased
for them near Cologne.
8.
He can’t sail because of the storm, so he hires several men
to help him row back to Geneva.
9.
He is incredulous at first, but he soon grows more interested
and shudders with horror as Victor relates his tale.
10.
Victor becomes enraged when the magistrate, who doesn’t
believe him, tries to calm him down.
Suggested Essay Topics
1.
Compare the events that occur on Victor’s wedding night to
the night when Victor destroyed the second creature.
2.
Did it surprise you that the creature killed Elizabeth and not
Victor? Explain your answer.
3.
Why do you think Victor finally tells the magistrate about the
creature?
Volume Three: Chapter Seven
Study Questions
1.
As Victor pursues the creature, what is the one thing that
gives him pleasure?
2.
What clues does the creature leave for Victor?
3.
What does the creature steal from the villagers by the sea?
4.
Why is Victor stranded on the ice?
5.
How does Victor move his ice raft towards Walton’s ship?
6.
How is the creature’s soul described by Victor ?
7.
In his youth, what did Victor think he was destined to
achieve?
8.
Is Margaret Saville married?
9.
When Walton’s crew wants to return home, what does Victor
advise them?
10.
Although Frankenstein wanted to destroy the monster, in his
speech over Victor’s body, what does the creature say would
have been a more satisfying revenge?
Answers
1.
Victor finds pleasure only when he sleeps at night and dreams
of Elizabeth and Henry, alive and healthy.
2.
The creature leaves messages carved on rocks and trees.
3.
The creature takes their store of winter food and a dogsled
team.
4.
Victor followed the creature onto the ice and could see him
in the distance. But when he is within a mile of him, the
creature disappears and the ice breaks apart, leaving Victor
stranded.
5.
Victor breaks his sled apart and uses the wood to row towards
the ship.
6.
He says his soul is “as hellish as his form, full of treachery
and fiend-like malice.”
7.
Victor tells Walton that, as a young man, he felt he was
destined for “some great enterprise.” He believed that his
good judgment would enable him to accomplish “illustrious
achievements.”
8.
Yes. Walton mentions that she has a husband and children.
9.
Victor tells them not to give into fear and cowardice. They
should continue the expedition and return home as heroes.
10.
The creature says that Victor’s desire for revenge against
him would have been “better satiated in my life than in my
destruction.”
Suggested Essay Topics
1.
When Victor is chasing him, why does the creature keep
leaving clues to help Victor follow his trail?
2.
DoyouthinkVictorisrightwhenheurgesWaltontoabandon
his ambition? Explain your answer.
3.
Is Victor justified in blaming himself for the deaths of Henry,
Elizabeth, and his other family members? Explain your answer.
4.
Discussthecreature’sfinalspeechtoWalton.Howdoeshereally
feel about Victor? Is he sad or happy about his death?
5.
Why do you think the creature wants to eliminate any evidence
of his own existence?
SECTION ThrEE
Sample Analytical
Paper Topics
Topic #1
Discuss the true nature and personality of the creature in
Shelley’s Frankenstein.
Outline
I.
Thesis Statement: Althoughthecreaturebehavesviciouslyand
murders several people, he is not inherently evil or malicious.
II.
Creation of the creature
A. The creature as a product of Victor Frankenstein:
1.
Construction of creature from body parts
2.
Victor brings the creature to life
3.
Rejection of the creature by Frankenstein
4.
Confusion and pain of rejection
5.
Experience of physical senses
6.
Emotional response
B.
The creature as a lost innocent:
1.
Wanders in the woods, alone and confused
2.
Discovery of food and fire
3.
Seeking shelter from natural elements
III.
The creature in society
A.
Second rejection by humans:
1.
The peasant flees from the creature
2.
He is isolated from society
B. Creature understands he is repulsive to humans:
1.
Prefers to hide in the forest, away from people
2.
The creature realizes he is ugly
C.
The benevolent nature of the creature:
1.
Admiration of the De Lacey family
2.
Anonymous acts of kindness towards the family
3.
Appreciation of music and literature
4.
Attempt to communicate with M. De Lacey
a.
Seeks companionship from the father
b.
Experiences sadness instead of anger at Felix’s
attack
5. Burns down cottage after De Laceys move out
a.
First violent act in response to rejection
D.
The creature attempts to save the drowning girl:
1.
Attacked by girl’s father
2.
Further rejection by society
IV.
Creature’s relationship with Frankenstein
A.
Rejection and abandonment by “father”:
B.
Creature discovers identity of his creator:
1.
Creature experiences true rage
C.
Creature demands a mate from Frankenstein:
1.
Only wants to be left alone with a companion
2.
Promises not to harm anyone
D.
Creature’s last hope destroyed by his creator:
1.
Frankenstein tears apart the mate
2.
Creature vows revenge
3.
Kills Henry and Elizabeth
E. Frankenstein becomes as miserable as his creature:
1.
His loved ones are dead
2.
He feels responsible and guilty over their deaths
V.
The creature’s true nature and desires
A.
Love and acceptance by society
B.
Companionship
C.
An end to his lonely isolation
D.
Final desire: a fiery, anonymous death;
1.
Creature understands he can never find peace or
happiness in human society
E.
The creature as a product of society:
1.
Prejudice and behavior of humans
VI.
Conclusion
Topic #2
Illustrate Mary Shelley’s use of Romantic concepts in Frankenstein.
Outline
I.
Thesis Statement: Frankenstein isaclassicexampleofliterature
written in the Romantic tradition.
II.
Romanticism
A. History of romanticism in literature and the arts:
1.
Examples
B.
Characteristics of Romantic literature:
1.
Feelings and emotionalism vs. intellect
2.
Emotional response of characters
3.
Nonrealistic portrayal of characters
4. Dramatic settings
a. Mountain landscapes
b. Germany and the Rhine
c. Scotland
5. Bizarre stories and events
C. Major Romantic writers:
1. Mary Shelley
2. Percy Bysshe Shelley
3. Lord George Gordon Byron
4. William Wordsworth and Samuel Taylor Coleridge
5. Sir Walter Scott and Jane Austen
6. Edgar Allan Poe and the American movement
III. Romantic elements in Frankenstein
A. Bizarre story of monster and creation:
1. Unexplained events
2. Strange creature
B. Characters driven by emotional need:
1. Creature
a. Need for love and acceptance
b. Loneliness and desire for revenge
2. Victor Frankenstein
a. Love of friends and family
b. Despair and shock
c. Revenge against creature
3. Elizabeth Lavenza
a. Love of Victor and family
b. Belief in Justine’s innocence
c. Self-sacrifice for Victor
4. Robert Walton
a. Desire for close, loving friend
5. Henry Clerval
a. Close, loyal friend and companion
C. Romantic settings:
1. Switzerland and the Alps
2. Ingolstadt
3. Scotland and Orkney Islands
4. The Arctic
D. Emotional events:
1. Death of Caroline Beaufort
2. Adoption of children by Frankensteins
3. Death of William Frankenstein
4. Trial of Justine Moritz
5. Death of Henry Clerval
6. Marriage of Victor and Elizabeth
7. Murder of Elizabeth
8. Death of Victor Frankenstein
E. Creature as a natural man
1. Idea of the “Noble Savage”
IV. Conclusion
Topic #3
Victor’s driving, obsessive ambition ruined his life and led
to his own death and the murder of his loved ones. Illustrate how
ambition affects not only Victor and Robert Walton, but also the
creature in Frankenstein.
Outline
I. Thesis Statement: Ambition and the quest for knowledge is
a fatal flaw in the characters of Victor Frankenstein, Robert
Walton, and the creature.
II. Victor Frankenstein’s obsession
A. Curiosity and desire for knowledge:
1. As a boy, sees lightning strike tree
2. Study of Agrippa and Paracelsus
B. Attends University of Ingolstadt:
1. Influence of M. Waldman
2. Intensive study and experimentation
3. Loses contact with family and friends
C. Creation of a monster:
1. Ambition blinds him to reality of creation
a. Thinks creature will be beautiful
2. Confronted with living creature
3. Horrified at what he has created
D. Life destroyed by his creation:
1. Family and friends killed
2. No hope for future
3. Sinks into black hole of anger and revenge
III. The creature’s quest for knowledge
A. Creature as a blank innocent:
1. Is benevolent, but knows nothing
2. Wants to be accepted
B. Is exposed to world of knowledge:
1. Observation of De Lacey family
2. Books, music, and loving relationships
3. Learns to read and write
C. Desires knowledge and understanding of world:
1. Reads Paradise Lost and other works
2. Reads Victor’s journal
D. Acquires a terrible knowledge:
1. Understands who he is and how he was created
2. Realizes he is doomed to lifelong misery
E. Becomes obsessed with notion of revenge:
1. Murders innocent people
2. Devotes life to torment of Victor
3. Seeks release in fiery death
IV. Walton’s expedition
A. Walton’s obsessive quest:
1. Like Victor, spends years pursuing dream
B. Confronted with reality of hardship and pain:
1. Could destroy crew and himself
C. Learns from Victor and ultimately abandons quest
V. Conclusion
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