Persona Writing

Frankenstein

Introduction

This activity can be done at the mid-point in the reading of the novel. This writing assignment gives students the opportunity to step into the shoes of a variety of different characters. In doing so, they will attempt to assimilate the vocabulary and structure of the characters' speaking patterns. By writing a series of writing assignments in a quickwrite format, students develop fluency in their writing and are then able to decide which they want to expand upon. In addition, by putting themselves in the characters' shoes, they have the opportunity of thinking from different characters' points of view.

Objectives

By completing this writing assignment, students will:

• imitate the gothic style and tone of the novel, Frankenstein;
• recognize the ideas of the different characters and points of view of the novel;
• increase the skill in writing within the familiar mode of letter writing;
• determine the differences in the characters' ideas about the use of science.

Procedure

• Students write quick writes (continuing to write steadily for the period of time without stopping for correction or reflection) for each of the five choices of writing assignments; allot five minutes for each quick write.
• Students decide on which one of their quick writes they want to revise and spend more time writing; a read-around in groups may help students determine their choices.
• Students use their quickwrite as a basis for improving their writing for a final draft.
• Students will share their finished writing assignment in small groups.
• The teacher will lead a discussion after students have shared their writing in small groups. Ask students what they can generalize about the characters. The teacher will use this activity as a starting point for a discussion about Shelley's strategy for including the other characters as contrasting viewpoints from Victor's.
• In order for students to make the link from this assignment to their other BEP assignments, the teacher will draw the discussion first to Mary Shelley's use of characters to express her own ideas about the use of science; then the teacher will ask students to express their own ideas about the use of science. The teacher may use these as focusing questions:
• From reading Frankenstein, what can you infer about Mary Shelley's viewpoint regarding the use of science?
• What characters seem to express Shelley's views of science?
• To which character do you relate?
• Speculate about Mary Shelley's response towards today's scientific exploration in the fields of genetic engineering and genetic testing.
• If you had a chance to speak to Mary Shelley, what would you ask her? How would you explain the benefits of genetic engineering and genetic testing to her?
• Predict what Victor Frankenstein would do with genetic engineering.

Choices

• In the persona of Victor Frankenstein, write a letter to Elizabeth, detailing the feelings you have about your experiment in creating human life. Choose a point either right before, right after, or six months after the creation takes place.
• In the persona of Elizabeth, write a letter to Victor, explaining your feelings about his scientific experiments. Because you have not heard from him in such a long time, you fear he is obsessed with his experiments.
• In the persona of the Creation, write a letter to Victor, detailing the feelings you have about the fact that Frankenstein created and then abandoned you. You may choose the timing of this letter - shortly after the creation when he is a "child", after the murder of brother William, after he has learned about human kindness from the De Laceys, or at another appropriate point in his development.
• In the persona of Margaret Saville, write a letter back to your brother, Robert Walton, explaining why you have concerns about his expedition to the Arctic.
• In the persona of Clerval, write a letter to Victor, explaining your need for moral reasoning and your fear that some of Victor's experiments may be causing an unnecessary obsession.