Theme of loneliness and rejection

Theme of loneliness and rejection The Consequences of Societys Rejection in Frankenstein by Marry Shelley Frankenstein is Marry Shelleys masterpiece, written when she was only 18 years old. The novel explores of theme of loneliness and rejection. The monster created by Victor Frankenstein is rejected by human society because of his appearance. Mary Shelley explores the feelings of creature totally ignored and abused by the society. The novel became a reflection of the inner state of Mary Shelly. It reflects sufferings and looses of the author. As notes Anthony Badalamenti in his article Why did Mary Shelley Write Frankenstein: : â€Å"She was also the product of her own past, suffering three successive losses in her early life that reveal why themes of being alone and abandoned run through the novel†(Badalamenti, 431). All these sad events and constant feeling of loneliness helped Mary to create a very deep and powerful character. Victor does not think about possible results of his experiments. He does not think what will happen when he finally succeeds and created a living creature. He is severely punished by his attitude when the creature created by him turns to monster. The author illustrates that the guilt for murders can not be put only on Frankensteins creation. Society and social norms finally result in feeling of loneliness and estrangement. â€Å"The monster complains that his maker and mankind are moving his nature from goodness and benevolence to wrath and violence. He attempts the company of men and is rejected with horror, fear and abuse† (Badalamenti, 432). Victor Frankenstein is driven by his ambition when he creates his monster. He does not think about the consequences but rather makes experiments: â€Å"One of the phenomena which had peculiarly attracted my attention was the structure of the human frame, and, indeed, any animal endued with life† (Shelley, 46). Victor does not think about the feelings of the creature he produces. He is concerned only with scientific tools which give him control and power. â€Å"Frankenstein so beautifully explores the consequences of living and working in isolation. After cloistering himself to bring dead flesh to life, Victor Frankenstein condemns his creature to loneliness. The creature does the same to him in revenge. Solitude makes monsters of both† (Thomas). Victor creates a monster but he doest not understand true meaning of his actions. Loneliness and alienation is one of the main themes of the novel. It is notable that all main characters of the novel experience feelings of loneliness and alienation. The Monster, Victor and Walton experience these feelings. Victor Frankenstein, does not have good relations with his family. He does not keep in touch with his father and sister despite they really want to have good relations with him. The author describes in great detail good relations in Victors family and their desire to keep in touch with Victor. Despite this fact Victor does not make any attempt to support any relations with his family. He dedicates all time and effort to science but it does not bring him enough moral satisfaction. Victor can not find the way out for his negative feelings and uses since and experiment as a way to entertain himself and to get rid of loneliness. The author uses the old theme of Faust when the search for technical progress and scientific advances results in the loss of humanity. Vict or does not possess feeling of love and compassion. The Monster notes for several times that he wants to find these feelings in his creator but constantly fails. He compares himself to other people who deserve love and understanding of God, who created them, and states that his creator has abandoned him: â€Å"Sometimes I allowed my thoughts, unchecked by reason, to ramble in the fields of Paradise, and dared to fancy amiable and lovely creatures sympathizing with my feelings and cheering my gloom; their angelic countenances breathed smiles of consolation. But it was all a dream; no Eve soothed my sorrows nor shared my thoughts; I was alone. I remembered Adams supplication to his Creator. But where was mine? He had abandoned me, andin the bitterness of my heart I cursed him†. (Shelley, 111) Sad irony that the monster is not deprived of human feelings in contrast to his creator. The monster feels loneliness and alienation. It seeks for understanding and love but can not find a living creature which would share its feelings. Physical appearance becomes the main barrier for the creature. It does not allow it to build normal relations in the society. People do not make any attempts to find out about the inner world of the Monster after they saw how it looks. The creature readers works by Goethe and Milton and feels even more lonely and frustrated. The more it finds out about the world around, the more it hates it. â€Å"Cursed, cursed creator! Why did I live? Why, in that instant, did I not extinguish the spark of existence which you had so wantonly bestowed? I know not; despair had not yet taken possession of me; my feelings were those of rage and revenge. I could with pleasure have destroyed the cottage and its inhabitantsand have glutted myself with their shrieks and misery.† (Shelley, 98). Feeling of alienation and loneliness only grows with the flow of time. Victor, the creator, turns off from the thing he has created He doest not want to take response for his actions and he rejects the thought that the creature may feel pain and other negative emotions same like other people do. Victor can not come in terms with his emotional side. He dies alone and looses all his dear people. The theme of social rejection is one of the main themes of the novel. The author shows the consequences of social opinion. The creature created by Victor turns to monster because it can not find understanding and compassion in the society. People do not give the creature any chances only because it looks terrible to them. In her novel, Mary made an attempt to express her own frustration and to turn attention of people to the theme of social deprivation and rejection. She was recording instead her reflections and feelingsher grief, her loneliness, her thoughts of the future, her wish to die (Nitchie, 49). Mary knows what she write about since she had to pass many personal hardships and looses. She wants her readers to understand the feelings of creature which knows no compassion or understanding. The monster was created by Victor only physically. In reality it was crated by the society. Indifferent attitude and disgust finally resulted in the birth of real monster which threatens its creator and society. Works Cited Shelley, Mary Wollstonecraft. Frankenstein, or, The Modern Prometheus. New York: Doubleday, 1999. Badalamenti F. Anthony, Why did Mary Shelley Write Frankenstein? Journal of Religion and Health, Vol. 45, No. 3 (Fall, 2006), pp. 419-439, http://www.jstor.org/stable/info/27512949?seq=1type=ref Vincent, Patrick, Mary Shelleys Fictions: From â€Å"Frankenstein† to â€Å"Falkner.† Studies in Romanticism, 01-01-2003 http://elibrary.bigchalk.com/elibweb/elib/do/document?set=searchdictionaryClick=secondaryNav=groupid=1requestid=lib_standardresultid=17edition=ts=17C3927A2C2AC8AB18B9C85D443AD211_1272266531597start=1publicationId=urn=urn%3Abigchalk%3AUS%3BBCLib%3Bdocument%3B92045209 Thomas, Louisa, Their Love Is Alive, Newsweek, 09-14-2009 http://elibrary.bigchalk.com/elibweb/elib/do/document?set=searchdictionaryClick=secondaryNav=groupid=1requestid=lib_standardresultid=3edition=ts=17C3927A2C2AC8AB18B9C85D443AD211_1272266531597start=1publicationId=urn=urn%3Abigchalk%3AUS%3BBCLib%3Bdocument%3B170737047 Nitchie, Elizabeth, Mary Shelley: Author of â€Å"Frankenstein† Greenwood Press, 1970. http://www.questiaschool.com/read/3455777?title=Mary%20Shelley%3a%20Author%20of%20%22Frankenstein%22 Frankenstein: Creation as Catastrophe Paul Sherwin PMLA, Vol. 96, No. 5 (Oct., 1981), pp. 883-903 http://www.jstor.org/stable/462130?Search=yesterm=Frankensteinlist=hidesearchUri=%2Faction%2FdoBasicSearch%3FQuery%3DFrankenstein%26wc%3Don%26dc%3DAll%2BDisciplinesitem=6ttl=8505returnArticleService=showArticle Mary Shelley, Frankenstein, and the Spectacle of Masculinity Bette London PMLA, Vol. 108, No. 2 (Mar., 1993), pp. 253-267 Published by: Modern Language Association http://www.jstor.org/stable/462596?Search=yesterm=Frankensteinlist=hidesearchUri=%2Faction%2FdoBasicSearch%3FQuery%3DFrankenstein%26wc%3Don%26dc%3DAll%2BDisciplinesitem=9ttl=8505returnArticleService=showArticle

Ready For New Achievements Essay

To begin with, through all the writing assignments that I have written so far, I have showed to have the capacity to come out with good ideas. Thinking about possible reasons of the problem, consequences or even solutions to the topic, are all very important as the first step to begin. For instance, while writing assignment number two, I started with questions to make us think how armed guards may not be prepared to work with children, and I listed detailed examples on how its consequences can affect the kids’ welfare. In doing so, it can make the readers think profoundly, and realize that there is more to worry about over its negative consequences. In other words, deeply comprehending the topic helps to increase my and the readers’ critical thinking and develop better viewpoints and conclusions. Having good concepts, motivated me to write well-developed writings. At the same time, profound thoughts lead me to overthink about the topic and make me spend more time on my writings. Having a lot of ideas to write about are sometimes not necessary. An example of this situation is my â€Å"Kids With Better Futures† midterm writing assignment. Since this was an in class paper, I had to come out with strong and good ideas quicker than usual, but I tend to write some run-on sentences. Moreover, I couldn’t show all the ideas I had in that specific moment; because of the time I spent thinking about my main ideas. For example, I could also have written about my own experience as a child and how my parents have been a huge influence in my academic life, or how my environment and life style might affect the way â€Å"The Western† and â€Å"Chinese† parenting styles work. Lacking several ideas made me feel that I did not completely show my thoughts or even feelings about the topic, which I think is one of my biggest weaknesses. Nevertheless, this 263 ESL class has helped me to learn how I can organize my ideas in each paragraph and create good topic sentences. For instance, at the beginning of the course I did not know the correct order in which I had to write out my main ideas. I used to just write what I had in my mind, without taking into account that I was missing the organization of each paragraph, starting from the main idea, the controlling idea, paraphrase, and examples in the conclusion. As a result, my first writing assignment did not turn out that strong. But now, I know how to properly and correctly construct my paragraphs, and how to focus on each paragraph’s structure to make them look precise and clear. I took advantage of this class, learned as much as possible and I am completely prepared for the following levels.

Genghis Khan and the making of the Modern World Free Essay Example, 750 words

ï » ¿Genghis Khan and the making of the Modern World Genghis Khan was regarded as the able emperor of the Mongol empire in the 12th century. He rose to be a well-respected military conquer, in the era, and his intelligence was an epitome of his leadership (Bedeski 92). He established the empire through uniting nomadic groups of the north of Asia and conquering other empires from Eurasia. The Mongol empire was seen as the largest steppe empire to have ever existed especially after, Genghis Khan, the founder’s death in 1227. He controlled the larger parts of northeast Asia and china. It was the most influential empire and leadership and has stood to influence the global history ever since. Genghis Khan’s military power was clearly portrayed by strategic seizure and conquering of other empires. This ensured the spread and empowerment of the Mongol empire as he envisioned it. Communication tools marked a very important tool of the leadership of Genghis Khan (Buell 1). The constant expansion and refinement of the governing organization seen from the empire of the Mongols would be better translated to represent the subsequent colonization that followed in other parts of the world up to the 20th century. Many empires in the Old World had a lot to learn and copy from the Mongol empire. We will write a custom essay sample on Genghis Khan and the making of the Modern World or any topic specifically for you Only $17.96 $11.86/pageorder now The unprecedented exchange of people from different cultures propagated the spread of Mongolian lifestyles such as the use of bows for musical instruments, foods and clothing. Inclusivity was a trait in the government of the Mongollians. This illustrated great wisdom as different races of people served together therefore ensuring unity of the empire. Chinese and Tibetans would be moved to Iran, Muslims and Chinese doctors looked into health matters and troops from different places ensured the strong guard of the Mongol Empire (Buell 1). There was free exchange of good as a form of trade, commonly referred to as the batter trade in the modern world. Goods and information easily moved from one part of the empire to the other through an encamped postal system called the ‘jam’. This was later developed in modern terms to represent the postal system of transport and communication. There was import and export trade in the simplest form, which ensured that the empire worked in harmony with trade merchants for the supply of goods. They adopted the best technology in the military field of the day, and had a lot to be borrowed from the Chinese in the Middle East. Innovative economic systems were developed and coined to suit the empire. All these traits have well developed over ages to develop the well-advanced systems that are at work in the modern day’s governments. The fragmentation of the Mongol empire after 1260 into four empires represents the partitioning of countries as have been seen during the ba ttle for independence. The Mongol China went to the East, Khanate of Chaghadai was at the centre and the Ilkhanate was in Iran and Iraq in south and Golden Horde to the west (Buell 2). There existed distinction in foods and the diet system adopted throughout the empire. Genghis Khan instituted a well-defined food culture for the elites. This is equally a common scenario in the new world kingships and dynasties. Porcelain was the kind of pottery adopted from the Chinese. Other paintings and artifacts were developed for use in the empire and this would represent today’s reverse innovation (Buell 4-5). Genghis Khan upheld development of science during his era; astronomy, geography encouraged diverse discoveries and synthesis of ideas which are acknowledged even today. Currencies were also designed during the era and this saw the making of paper and coin-money that is used today. Modern day states came up after the fall of the Mongolian empire. These states include Russia, China and Iran among others (Buell 6-7). In conclusion, Genghis Khan left two great legacies; that of a great military emperor and the one of an intelligent leader. From the discussion above , his legacy on wisdom lasts to the modern world and has many governments adopted the wisdom in fields of governance, trade and science. Works cited Bedeski Robbert E. â€Å"Genghis Khan, Mongalia And The Theory Of Human Security. † China and Eurasia Forum quarterly, Volume 6, No. 4, (2008) p. 81-102. Cenntral Asia-Caucasus Institute and Silk road studies Program. Buell Paul D. â€Å"How Genghis Khan Has Changed The World. † Centre for East Asian Studies, Western Washington University. [Accessed 1/4/2013] web: (http: //www. mongolianculture. com/How%20Genghis%20Khan%20Has. pdf)

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