Objective: To help students understand the importance of essay outlining, identify the author’s purpose, and analyze tone using the first four letters in *Frankenstein* by Mary Shelley.

Instructions:

1. Read the Letters: Begin by having the students carefully read the first four letters of Frankenstein. Discuss the context and purpose of these letters, focusing on Robert Walton’s motivations, the tone of his writing, and how Mary Shelley sets the stage for the novel.

2. Divide into Groups: Split the class into small groups of 3-4 students. Assign each group a different character perspective based on the letters:
   – Robert Walton writing to his sister, Margaret.
   – Victor Frankenstein reflecting on Walton’s journey or writing to an imaginary family member or friend.

3. Character Letters: Each group will write a creative letter from their assigned character’s perspective. The letter should:
   – Outline the key points the character wants to address. This will serve as an exercise in outlining.
   – Reflect the character’s understanding of the situation and their own motivations, revealing insights into Mary Shelley’s purpose for including these letters.
   – Maintain a specific tone that matches the character’s state of mind (e.g., Walton’s excitement and ambition, Victor’s foreboding and regret).

4. Create an Outline: Before writing, groups should create an outline for their letter, including:
   – Introduction: Who is writing, to whom, and why?
   – Main Body: Key reflections or messages the character would want to convey, focusing on their own journey, thoughts on the other character (Walton or Victor), and their hopes or fears.
   – Conclusion: How does the character feel about their journey or about the other character, and what advice or warning would they impart?

5. Draft and Revise: Using their outline, groups will draft their letter. They should focus on maintaining a consistent tone that reflects the emotions and motivations of the character, while also subtly revealing what they think might be Mary Shelley’s purpose in presenting the story through letters.

6. Peer Review: Groups exchange letters with another group. Each group will:
   – Evaluate if the outline effectively organized the letter’s content.
   – Analyze if the tone matches the character’s persona and situation.
   – Provide constructive feedback for revisions.

7. Final Presentation: Each group presents their final letter to the class, explaining their interpretation of the character’s perspective, their understanding of Mary Shelley’s purpose, and how they captured the tone.

8. Class Discussion: Lead a discussion on:
   – The different tones and perspectives revealed in the letters.
   – How the framing device of letters influences our understanding of the characters and sets up themes of the novel.
   – What these early letters suggest about the themes and messages Mary Shelley intends to explore.

Assessment Criteria:
– Outline Quality: Clarity, organization, and thoroughness of the outline.
– Interpretation of Author’s Purpose: Depth of insight into Mary Shelley’s purpose for including these letters.
– Tone Appropriateness: Consistency and appropriateness of the tone for the character’s perspective.
– Collaboration and Creativity: Evidence of group collaboration and creative engagement with the text.

This activity encourages students to deeply engage with the text, explore the narrative technique used by Mary Shelley, and understand the importance of tone and purpose in literary works.

The first four letters of Frankenstein serve as an epistolary frame to introduce the novel’s narrative. They are written by Robert Walton, an ambitious explorer, to his sister, Margaret Saville, in England. Here’s a summary of each letter:

Letter 1: Dated August 5th, 17—. In this letter, Walton writes from St. Petersburg, Russia, explaining his plans to embark on an expedition to the North Pole. He shares his excitement and passion for discovery, expressing his longing for glory and his desire to accomplish something great that will benefit humanity.

Letter 2: Dated March 28th, 17—. Walton writes from Archangel, Russia, where he is preparing for the journey. He discusses his loneliness and desire for a like-minded friend with whom he can share his ambitions and emotions. This letter also reveals his introspective nature and sense of isolation.

Letter 3: Dated July 7th, 17—. Walton writes a brief letter from an unspecified location at sea. He describes the progress of the voyage so far, expressing confidence and a sense of optimism. He reassures his sister that he is well and that everything is going according to plan.

Letter 4: Dated August 5th, 17—. Walton writes a series of entries that document a significant event: his crew spots a gigantic figure on a sled traveling across the ice, followed by a man in poor condition on another sled the next day. This man is revealed to be Victor Frankenstein. Walton describes how they rescue Victor and his weakened state, noting his mysterious and sorrowful demeanor. Victor begins to tell his story to Walton, cautioning him about the dangers of ambition and pursuit of knowledge, setting up the transition to the main narrative of the novel.

These letters establish the frame narrative of Frankenstein, introducing themes such as ambition, the thirst for knowledge, isolation, and the consequences of one’s actions, which are central to the novel. Through Walton’s perspective, readers are prepared for the unfolding story of Victor Frankenstein and his tragic creation.