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In both life and fantasy, change is recurrent. Change is the only constant that humans have been able to grasp. Chapter ten of Mary Shelley’s Frankenstein, Victor Frankenstein is confronted by his monster in his dreams and in real life. In Percy Shelley’s “Mutability,¨ the persona conveys the underlying theme of change’s relationship with nature. Both “Mutability” and Frankenstein reveal the effects of change. 

Mary Shelley incorporates her late husband’s work into chapter 10 as she too can see the parallels. Nightmares are thought of, ¨We rest– A dream has power to poison sleep” (Mutability, 9). As a reader, we are quite aware of Victor Frankenstein’s consistent nightmares of the monster which he gave life to. This thought haunts Frankenstein, “No one can conceive the anguish I suffered during the remainder of the night, which I spent, cold and wet, in the open air (69). Here, one can see the torment that Victor Frankenstein’s dreams put him through. One may wish that they would never undergo this pain. Both the authors capture the suffering in which dreams can hold. 

Victor Frankenstein wakes every day to a new tragedy or death caused by the monster. He says, “The tortures of the accused did not equal mine; She was sustained by innocence, but the fangs of remorse tore my bosom and would not forego their hold (76). Not only has Victor witnessed the deaths of William, his brother, and Justine, William’s accused killer, but he has lost valuable relationships in his life including Elizabeth Lavenza. Victor’s own guilt bars him from connecting with her in a time of grief and misery. ¨Mutability¨ also conveys this idea with the words, “One wandering thought pollutes the whole day” (10). By creating the monster and becoming torn by its devastation, Victor lets it “pollute” his life. Because of the change that the tragedy has caused, Frankenstein can and will not let it go. Mary and Percy Shelley make this connection to change and grief from burdens. 

Mary Shelley specifically includes the last two stanzas of “Mutability” rather than the first two for a reason. In the first two stanzas, the speaker expresses nature’s impact on change; In the last two stanzas, human’s emotions and their effect on uncertainty of life is the main topic. The latter was Mary Shelley’s main concern. Mary Shelley includes this idea in the paragraph before the except of the poem, “Alas! Why does man boast of sensibilities superior to those apparent in the brute; it only renders them more necessary beings. If our impulses were confined to hunger, thirst, and desire, we might be nearly free; but now we are moved by every wind that blows, and a chance word or scene that that word may convey to us” (87). Here, Victor Frankenstein is convinced that there are innate characteristics of humans that other creatures of the earth do not have to deal with. Mary Shelley uses this section to show how these characteristics do not make us “superior” but cause problems that can be seen not only in chapter ten of Frankenstein but throughout the novel. The last two stanzas of Percy Shelley’s poem perfectly declare this idea, which is why it was the best choice for Mary Shelley to incorporate. 

In “Mutability” and Frankenstein, both Mary and Percy Shelley convey the idea of everlasting change. Chapter ten of Frankenstein and the last two stanzas of “Mutability” have many similarities and resemble each other. Victor Frankenstein confronts his emotions and how they are altering his life. The persona in the poem acknowledges our reactions to these emotions. As mentioned in the poem, tomorrow will never be like today and events in our life will forever define ourselves. 

Works Cited

Shelley, Mary. Frankenstein. Introduction and Notes by Karen Larbiener. Barnes and Noble, 20003. 

Shelley, Percy. “Mutability.” The Norton Anthology of British Literature: The Romantic Period. 10th ed. Stephen Greenblatt, General Editor. W.W. Norton, 2017. pp. 766. 

In William Blake’s book cover of The Marriage of Heaven and Hell he takes on a controversial religious subject. With everyday objects such as birds, playful music, dancing, and buoyant care-free living he addresses the Heaven side of the artwork. Opposingly, he chooses to prophetically surround the objects with dead leaves, flames, and two genderless figures embracing at the bottom. Teasing the relation between God and the devil, light and dark, angels and demons, Blake concurs with many other authors. Describing the upbringing of someone Mary Shelley can be found to touch on this subject, “…the innocent and helpless creature bestowed on them by Heaven, whom to bring up to good, and whose future lot it was in their hands to direct to happiness or misery…” (29). Both poet and author assert the thin line between good and evil or light and dark that Blake brings out in his book cover artwork.

Work Cited

Blake, William The Marriage Between Heaven and Hell. The Norton Anthology of British Literature: The Romantic Period. 10th ed. Stephen Greenblatt, General Editor. W. W. Norton, 2017. C1.

Shelley, Mary. Frankenstein. 1818, 1831. Introduction and Notes by Karen Karbiener. Barnes and Noble, 2003.

I never thought as I was entering another writing class that I would be indulging in snail mail again. Every month finding time to sit down and compose a written letter and getting stamps to paste on the newly bought envelopes was a daunting task. The idea of doing something that was the only option for long-distance communication for my parents and grandparents intrigued me.

Every time I sit down and compose a letter, I experience a feeling of second-hand nostalgia. Having the opportunity to use technology, and other things, to keep in touch leaves me very grateful but lacking other sources to communicate. Today, writing tangible letters is hardly someone’s first thought, but instead, a quick email or text comes to mind. As Susan Shain said, “In an age of torrential email, incessant groups texts and lackadaisical Facebook birthday posts, snail has become quaint, almost vintage” (par. 5). This statement, I have come to realize, is quite sad but enlightening. For it is true, people have begun to lose the real bond that a handwritten note can bring.

The first response I got from my snail mail was extremely positive. One does not know the possible joy that can come from a personal message, such as a handwritten letter. Multiple respondents mentioned how tears were a reaction to my letter. One response from my grandmother said “I cried when I read the letter. It meant so much to me, and I will keep it forever as long as I am alive. It was so heart touching” (English). This just shows me how much the recipients need the letters they receive.

How has writing tangible letters benefitted me? I would answer this question in many ways. I have learned the importance of connecting with the audience through my pieces of writing. I have been shown why a simple thing such as a handwritten letter is an effective way of communicating. I have developed critical thinking skills from being contemplative about the purpose of bonding communication and the thought which is put behind that. I have reflected back on to the actual reason for my writing. Handwritten letters inspire creativity and show the importance of every word used within the letter. I am extremely grateful for the monthly writing assignments which enlighten me about tasks that take more time but are more beneficial in the end.

Signifying the art of letter-writing is critical when trying to highlight the importance of it.  Letter writing is considered an art because of the practice that it takes to master it (Norton, par. 8). The letters that I wrote and received a response to I consider an art because the respondent and I will treasure them forever. Also, writing these letters brought relaxation and a break from the screens of technology.

Now, as I reap the benefits from this monthly assignment, I must continue to write snail mail or reach out for a pen-pal. As I see the effects on the recipients of my snail mail, stopping such a bonding ritual would only set me back. I have and will be able to continue to develop my creativity and analytical-thinking skills.  All of the positive developments that have come from writing letters far outweigh the hassle of buying stamps, envelopes, and finding time to compose the letter. If I stop these letters, I will be a contributor to the problem of letting “vintage” things die.

As Lenoir-Rhyne University provides a bright ad, analyzers might question its strength. In the middle of the page, a group of country club-inspired students are pictured, possibly discussing social events or classes they share. The bright sun lightens the environment and also the mood of the viewer. With a convincing paragraph, the university describes the students’ attire and tries to incite a sense of esteem through the environment. As the university ad attempts to allude to the alleged “higher education” that it provides, their motives could be seen as ironic because of the diverse, elite, and welcoming environment that it tries to express but actually does not convey in reality.  

With intention, the larger set-words at the top of the page are an allusion to the paragraph’s context of a “higher education” relating to the style of clothing worn by the students in the ad. Words that might stand out to the viewers’ demographic relations are set off in a different font and italicized. Keeping the alliteration of the “S”, the university feeds into the “southern” stereotype of having a different personality than others located more north would have. While this might bring a sense of feeling to the locals of the town as being connected to this university, others might think of this “southern charm” as a downfall. The last line of the title directly speaks to the viewers. “LRU Welcomes You” makes one question: who does it not welcome?

Throughout the persuasive paragraph, the university uses phase to incite an elite culture of students. The summary of the university utilizes fashion and describes it as “donned,” “polished,” and “dapper” (1). This alludes to an affluent group of students. Upscale clothing is often seen as being equivalent to having more money to spend on luxury items. As one might drive by the school, this “dapper” (1) clothing might not be seen, but instead students athletes walking supporting merchandise of their favorite sport of the University. The descriptive paragraph concludes with a one-line statement that is intended to leave a lasting impression on the viewer and relates a repeated “higher education” with the students’ style.

Placing an African American student in the center of the page demonstrates the aim to show a diverse culture. The ad conveys a welcoming environment of students who do not care what their classmates’ skin color or ethnicity is. The ad implies that friendly conversations like pictured can appear within every area or classroom at the university. This seems to be the theme of the placement of people or props in the ad.

Endeavoring to suggest an affirmed “advanced education”, the intentions of the ad are seen as paradoxical because of the inviting, distinct, and tip-top conditions that the university attempts to express but does not pass on in real life. At the top of the page, the ad grabs the attention of the viewers by differing the text by font and text size. Moving a little farther down the page, an eloquent summary of the university describes exclusive classes correlating with the pupils choice of clothing. In the center and focal point of the ad, a group of prosperous students conversing i are pictured. Concluding with this analysis, one might doubt the efficiency of the eye-popping yet deceiving ad that Lenoir-Rhyne University uses.

Works Cited

Lenoir-Rhyne U. Advertisement. Our State, Aug. 2015, pg. 1.

Beginning in Kindergarten, I can remember sitting on a mat that had the alphabet, letter by letter, with a word that you associate with the letter. We would often read as a class or have discussions on this mat. We would receive assignments to trace over the letter to learn how to write correctly. Looking at the mat, I would complete my assignment. The beginning of my writing and reading skills could have started there.

On the other hand, the beginning could be when I would sit with my dedicated mother while she would read me some of my favorite stories. I always chose pop-up books for her to read. The way they properly visualized the words on the page interested me. Turning a new page with these specific types of books was like opening a door to a new world. Being able to create a movie in my head was a very important factor of books and reading. Even now as a teenager, I lean towards books that provide a visual description rather than factual information.

From second grade to fourth grade writing and reading was not on the forefront of learning in school. Although, in fifth grade when we were able to join Battle of the Books, a reading club in our school, I signed up immediately. Being able to compete on books that other kids my age had to read interested me. Sitting in a cold chair in our library surrounded by our team’s books and being quizzed on them soon became second nature. Having a certain number of books to complete reading before competition time was like a contest for me.

From this period of my life, I remember sharing laughs with my teammates. Im sitting in the cold chair of the classroom we were using to practice. Our librarian, Ms. Braswell, has questions out ready to quiz us on the information we can remember. The smell of the common candy we chose to snack on, “Dum-Dums”, during practice is in the air. Ms. Braswell just asked my team to name which book and author goes with the specific detail she described. We have no idea. We have thirty seconds left to answer, and someone on my team screams out , “Jake by Elmo”. Knowing that this is not the correct answer but instead a last-second guess, we all start laughing. I understand, now, the reason books are so important.

Besides from this situation in fifth grade, remembering specific details of books and being able to recall them never was difficult for me. “Jake by Elmo” soon became the infamous inside joke that my teammates would share. Even though my elementary school never won a single competition, I still enjoyed the bonding and friends that I gained from this time.  

When middle school came around and I lost my love for reading and writing, I didn’t even notice. Math and Science became the most important in my development. Whether this had to do with the amount of teaching in the subjects or not, I do not know. Instead of being able to recall important details in books, I could solve any math problem you put in front of me. Still to this day, I do not know which would be more beneficial.

I often think back to my elementary school years sitting on an arranged alphabetical mat, my mother’s lap reading pop-ups, or in a cold chair of a library. Trying to almost rewind and learn basic skills of writing again, I wonder what level I would be at if I had continued my interest in writing and reading through middle schools years to present time. Could I be writing short stories or poetry in my free time? That might be one question that is left unanswered. One thing that I do know is I will continue my love for books and the visual imagery that they give me, whether this had to do with a kindergarten mat or some children pop-up books.

One thing that continues to keep me going, balanced, and energetic is my love for the sport of volleyball. I continue to fall in love with the sport every time I play. I love every point, every mistake, every win, and even every lose. I go through all of these events with my teammates who keep me going and keep me falling in love with the sport. Volleyball is something that I spend my weeknights doing and most of my weekends, and I don’t mind giving that up. Every moment that I spend playing volleyball is a chance to grow and become a better person. Volleyball teaches me how to be able to work with other people, how to get over mistakes, and how to learn from them. There will not come a day where I do not wish I was on the court with my jersey on playing. I will continue to love this sport and learn from it everyday.