The monster in Frankenstein expresses an intensive desire to become a man throughout the novel, although he has been rejected due to his hideous appearance by the human society multiple times. However, his passionate desire drives him to explore further into the human world without fail and educates himself to be an intellectual individual. By understanding Rousseau’s Treatise on Education, where he emphasizes his pupil should learn only what truly interested him, we can better understand why the monster in Frankenstein can be able to quickly adapt to the human culture. According to Rousseau, no one including his father can force his pupil to learn the topic he hates because he will learn nothing from it. The monster gains a wealth of knowledge about human being because he is truly fascinated by the human world. In order to illustrate that the desire for knowledge and the passion in the subject play a significant role in the success in education, we will first look at how the monster is expelled from the village but still want to be one of them—human. Then, we will discuss about how he learns the human language and human relationship through continuous observation of mankind. He tries to close to them with a kind heart but get rejected again due to his monstrous appearance. At last, we will talk about how the monster realizes his place in the society after he learns all about human value and the conduct of mankind. Knowledge gives him loneness and strong desire for companionship, which makes him closer to human. Nevertheless, the monster learns to speak, read, write all by himself, with full passion to learn everything about human being. The monster is so successful in attaining his education because he is truly interested in his subject and his voluntary action to learn allows him to develop internal maturity that makes him become closer to a man.
One thought on “Introduction 2”
Comments are closed.
What’s good:
You take your time with your introduction.
Your hook is not too broad.
You have a theory and a literary text.
You give a roadmap.
Concerns:
I like how focused your hook is and I find the monster’s desire to be a man compelling. Your next sentence though confuses me; you say “However,” but I don’t understand how that sentences negates or contradicts what came before. It makes me think that your first sentence is just to give plot, and I think if it’s about plot it really isn’t a hook, but if you’re trying highlight a salient idea “a monster who wants to be a man,” then that would be a hook.
My biggest concern though is your thesis. You say: “In order to illustrate that the desire for knowledge and the passion in the subject play a significant role in the success in education, we will first look at how the monster is expelled from the village but still want to be one of them—human. Then, we will discuss about how he learns the human language and human relationship through continuous observation of mankind.”
So I think you picked the kind of thesis that I said works better for your education philosophy than for your paper. For this assignment you needed to use one theory text and one literary text. You however have two literary texts. To a degree this could have worked if you had regarded one as a kind of theory text. Ultimately in this paper, your “it” should be some specific part of the literary or theory text. Your thesis should basically be how the other text ( the one that doesn’t contain your “it”) helps us to read some part of your “it” text differently or more deeply.
Your argument is essentially outside of the text. Your it here is the role desire and knowledge play in education. That’s too broad.
Right now your texts are examples for an ideal outside of them. I need you to formulate a thesis that’s about the conversation between these two texts, a thesis where the stakes are really about how we understand one or both of these texts.