• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

How does Mary Shelley create tension in chapter 5?

Extracts from this document...


Pre 1914 Prose "Frankenstein" By Mary Shelly How does Mary Shelley create tension in chapter 5? Mary Shelley was born in London in 1797 and her mother died just after giving birth too her. Mary married Percy by her Shelley. At this time new discoveries were being made the first electronic battery was created in 1799 by a man called Alessandro Volta. Luigi Galvani did experiments with frogs and he believed that he had discovered electricity present in human limbs in 1802. In 1815 the guys' hospital in London did the first unsuccessful blood transfusion. At the time there was a lot of interest in gothic novels. "Dracula" was another gothic novel it was published in 1897. The novel begins at the North Pole when Frankenstein is chasing the monster to kill it and Frankenstein is rescued by Captain Walton to whom he tells the whole story to. The story starts when Frankenstein is at the university and he is interest in bring dead things back to life; he used his lectures notes who had died, and he also used dead body parts. ...read more.


Mary Shelley uses pathetic fallacy at the start of chapter five as it sets the scene by say "it was a dreary night of November"; another gothic element is "I saw the grave worm's crawling in the folds of the flannel". Other gothic elements are "Mingled with this horror" also "dim and yellow light of the moon; and another one is "dreaded spectre". In chapter five Frankenstein goes thought a range of emotions. He is confused because he thought that the monster would have been beautiful and I was ugly; he is also disgusted at what he had created. Frankenstein also panics at the thought of what he has done and regrets creating life. In the morning he goes to see his friend Clerval and is happy when he comes home to find that the monster is not there and he is very excited about it; but he becomes ill and delirious. Another was she builds up tension is when she uses contrast in the chapter there are many different contrasts. ...read more.


The author Mary Shelley makes use of allusion, she refers to "the Ancient marine" The poem starts with "like one who on a lonely road" the poem is a writer as a person called Coleridge Mary Shelley uses alliteration for example "I struggled furiously and fell down in a fit"; another one is "change of colour" There is also another one "Such joy so strongly turned to bitterness." Moving on to the use of assonance an example of this is "Infusing life into an inanimate body." Vigorous Verbs is the next one im going to talk about these or such as "trembled", and "rushed" the last one is a "present practical". Mary Shelley users articulate words these words include "lassitude", "Florins" and "unwearied Next I wish to explore is archaic sentence structures one of these are "Presently a breeze dissipated the cloud and I descended upon the glacier" Finally marry Shelley leaves us with a lot of unanswered questions; this is a use of a cliff-hanger one of these questions is "Were is the monster?" In my conclusion I feel that Mary Shelley had created great tension is chapter five mainly thought archaic sentence structures. Christopher Ball 1 ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related GCSE Mary Shelley essays

  1. Frankenstein - Chapter 5 starts with 'It was on a dreary night of November', ...

    Mary Shelly uses; 'I felt my flesh tingle with excess of sensitiveness, and my pulse beat rapidly,' By this Mary Shelly is creating a vivid description which the reader feels what Frankenstein is feeling. Later in this paragraph, Cleval finds something unusual about Frankenstein and is astonished.

  2. How does Mary Shelley create tension and horror in Frankenstein?

    When he was found he asked Walton where he was going before he boarded. This, under the circumstances, is a weird question to ask. Walton wrote, "You may conceive my astonishment on hearing such a question...from a man on the brink of destruction."

  1. Explore how Mary Shelley uses language to create a sense of horror and terror ...

    Many people of the time clung on to religion as a safety blanket and feared science as it was new and frightening, it changed the way that they thought life was and stretched the limits of what they thought could happen, therefore this book was a very real possibility, and

  2. Is Chapter Five Particularly Significant to the Novel Frankenstein?

    '...in November...' "Is that it?" I imagine you cry. Yes, it is (for now at least). Isn't it enough? In an attempt to provide an atmosphere of Gothic Horror, November is always the novelists' Holy Grail. The small fry set their tales in Summer and Spring; the established in Winter.

  1. Frankenstein: Look at the significance of Chapter 5 to the novel as a whole.

    But Victor, however, knowingly shares similar emotion with his creation: "I passed the night wretchedly." The verb which Victor uses to describe his action is 'wretchedly' which reflects his calling of the monster as a 'wretch'. 'Wretchedly' is used to refer to someone who does an action in a deplorably

  2. Consider the significance of chapter five of Mary Shelley's "Frankenstein" in relation to the ...

    Chapter five sees the result of this ambition: The Monster. Victor has now done something that seemingly nobody has done before-he's created a monster. Here we see the danger of ambition; just because Victor's achieved his original goal, it doesn't mean that he's any better off.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work