Rhetoric & Technical Communication
Rhetoric & Technical Communication
Aaron A. Toscano, Ph.D., Associate Professor, Dept. of English

Resources and Daily Activities

  • Charlotte Debate
  • Conference Presentations
    • Critical Theory/MRG 2023 Presentation
    • PCA/ACA Conference Presentation 2022
    • PCAS/ACAS 2024 Presentation
    • PCAS/ACAS Presentation 2021
    • SAMLA 2024 Presentation
    • SEACS 2021 Presentation
    • SEACS 2022 Presentation
    • SEACS 2023 Presentation
    • SEACS 2024 Presentation
    • SEACS 2025 Presentation
    • SEWSA 2021 Presentation
    • South Atlantic MLA Conference 2022
  • Dr. Toscano’s Homepage
  • ENGL 2116-014: Introduction to Technical Communication
    • April 10th: Analyzing Ethics
      • Ethical Dilemmas for Homework
      • Ethical Dilemmas to Ponder
      • Mapping Our Personal Ethics
    • April 12th: Writing Ethically
    • April 17th: Ethics Continued
    • April 19th: More on Ethics in Writing and Professional Contexts
    • April 24th: Mastering Oral Presentations
    • April 3rd: Research Fun
    • April 5th: More Research Fun
      • Epistemology and Other Fun Research Ideas
      • Research
    • February 13th: Introduction to User Design
    • February 15th: Instructions for Users
      • Making Résumés and Cover Letters More Effective
    • February 1st: Reflection on Workplace Messages
    • February 20th: The Rhetoric of Technology
    • February 22nd: Social Constructions of Technology
    • February 6th: Plain Language
    • January 11th: More Introduction to Class
    • January 18th: Audience & Purpose
    • January 23rd: Résumés and Cover Letters
      • Duty Format for Résumés
      • Peter Profit’s Cover Letter
    • January 25th: More on Résumés and Cover Letters
    • January 30th: Achieving a Readable Style
      • Euphemisms
      • Prose Practice for Next Class
      • Prose Revision Assignment
      • Revising Prose: Efficiency, Accuracy, and Good
      • Sentence Clarity
    • January 9th: Introduction to the Class
    • Major Assignments
    • March 13th: Introduction to Information Design
    • March 15th: More on Information Design
    • March 20th: Reporting Technical Information
    • March 27th: The Great I, Robot Analysis
    • May 1st: Final Portfolio Requirements
  • ENGL 4182/5182: Information Design & Digital Publishing
    • August 21st: Introduction to the Course
      • Rhetorical Principles of Information Design
    • August 28th: Introduction to Information Design
      • Prejudice and Rhetoric
      • Robin Williams’s Principles of Design
    • Classmates Webpages (Fall 2017)
    • December 4th: Presentations
    • Major Assignments for ENGL 4182/5182 (Fall 2017)
    • November 13th: More on Color
      • Designing with Color
      • Important Images
    • November 20th: Extra-Textual Elements
    • November 27th: Presentation/Portfolio Workshop
    • November 6th: In Living Color
    • October 16th: Type Fever
      • Typography
    • October 23rd: More on Type
    • October 2nd: MIDTERM FUN!!!
    • October 30th: Working with Graphics
      • Beerknurd Calendar 2018
    • September 11th: Talking about Design without Using “Thingy”
      • Theory, theory, practice
    • September 18th: The Whole Document
    • September 25th: Page Design
  • ENGL 4183/5183: Editing with Digital Technologies
    • August 23rd: Introduction to the Class
    • August 30th: Rhetoric, Words, and Composing
    • December 6th: Words and Word Classes
    • Major Assignments for ENGL 4183/5183 (Fall 2023)
    • November 15th: Cohesive Rhythm
    • November 1st: Stylistic Variations
    • November 29th: Voice and Other Nebulous Writing Terms
      • Rhetoric of Fear (prose example)
    • November 8th: Rhetorical Effects of Punctuation
    • October 11th: Choosing Adjectivals
    • October 18th: Choosing Nominals
    • October 4th: Form and Function
    • September 13th: Verb is the Word!
    • September 27th: Coordination and Subordination
      • Parallelism
    • September 6th: Sentence Patterns
  • ENGL 4275/WRDS 4011: “Rhetoric of Technology”
    • April 23rd: Presentation Discussion
    • April 2nd: Artificial Intelligence Discussion, machine (super)learning
    • April 4th: Writing and Reflecting Discussion
    • April 9th: Tom Wheeler’s The History of Our Future (Part I)
    • February 13th: Religion of Technology Part 3 of 3
    • February 15th: Is Love a Technology?
    • February 1st: Technology and Postmodernism
    • February 20th: Technology and Gender
    • February 22nd: Technology, Expediency, Racism
    • February 27th: Writing Workshop, etc.
    • February 6th: The Religion of Technology (Part 1 of 3)
    • February 8th: Religion of Technology (Part 2 of 3)
    • January 11th: Introduction to the Course
    • January 16th: Isaac Asimov’s “Cult of Ignorance”
    • January 18th: Technology and Meaning, a Humanist perspective
    • January 23rd: Technology and Democracy
    • January 25th: The Politics of Technology
    • January 30th: Discussion on Writing as Thinking
    • Major Assignments for Rhetoric of Technology
    • March 12th: Neuromancer (1984) Day 1 of 3
    • March 14th: Neuromancer (1984) Day 2 of 3
    • March 19th: Neuromancer (1984) Day 3 of 3
    • March 21st: Writing and Reflecting: Research and Synthesizing
    • March 26th: Artificial Intelligence and Risk
    • March 28th: Artificial Intelligence Book Reviews
  • ENGL 6166: Rhetorical Theory
    • April 11th: Knoblauch. Ch. 4 and Ch. 5
    • April 18th: Feminisms, Rhetorics, Herstories
    • April 25th:  Knoblauch. Ch. 6, 7, and “Afterword”
    • April 4th: Jacques Derrida’s Positions
    • February 15th: St. Augustine’s On Christian Doctrine [Rhetoric]
    • February 1st: Aristotle’s On Rhetoric, Book 2 & 3
      • Aristotle’s On Rhetoric, Book 2
      • Aristotle’s On Rhetoric, Book 3
    • February 22nd: Knoblauch. Ch. 1 and 2
    • February 29th: Descartes, Rene, Discourse on Method
    • February 8th: Isocrates
    • January 11th: Introduction to Class
    • January 18th: Plato’s Phaedrus
    • January 25th: Aristotle’s On Rhetoric, Book 1
    • March 14th: Mary Wollstonecraft’s A Vindication of the Rights of Women
    • March 21st: Feminist Rhetoric(s)
    • March 28th: Knoblauch’s Ch. 3 and More Constitutive Rhetoric
    • Rhetorical Theory Assignments
  • ENGL/COMM/WRDS: The Rhetoric of Fear
    • April 11th: McCarthyism Part 1
    • April 18th: McCarthyism Part 2
    • April 25th: The Satanic Panic
    • April 4th: Suspense/Horror/Fear in Film
    • February 14th: Fascism and Other Valentine’s Day Atrocities
    • February 21st: Fascism Part 2
    • February 7th: Fallacies Part 3 and American Politics Part 2
    • January 10th: Introduction to the Class
    • January 17th: Scapegoats & Conspiracies
    • January 24th: The Rhetoric of Fear and Fallacies Part 1
    • January 31st: Fallacies Part 2 and American Politics Part 1
    • Major Assignments
    • March 28th: Nineteen Eighty-Four
    • March 7th: Fascism Part 3
    • May 2nd: The Satanic Panic Part II
      • Rhetoric of Fear and Job Losses
  • Intercultural Communication on the Amalfi Coast
    • Pedagogical Theory for Study Abroad
  • LBST 2213-110: Science, Technology, and Society
    • August 22nd: Science and Technology from a Humanistic Perspective
    • August 24th: Science and Technology, a Humanistic Approach
    • August 29th: Collins & Pinch’s The Golem (Science), Ch. 2
    • August 31st: Collins & Pinch’s The Golem (Science), Ch. 3 and 4
    • December 5th: Video Games and Violence, a more nuanced view
    • November 14th: Boulle, Pierre. Planet of the Apes. (1964) Ch. 27-end
    • November 16th: Shelley, Mary. Frankenstein. 1818. Preface-Ch. 8
    • November 21st: Shelley, Mary. Frankenstein. 1818. Ch. 9-Ch. 16
    • November 28th: Shelley, Mary. Frankenstein. Ch. 17-Ch. 24
    • November 30th: Violence in Video Games
    • November 7th: Boulle, Pierre. Planet of the Apes Ch. 1-17
    • November 9th: Boulle, Pierre. Planet of the Apes, Ch. 18-26
    • October 12th: Lies Economics Tells
    • October 17th: Brief Histories of Medicine, Salerno, and Galen
    • October 19th: Politicizing Science and Medicine
    • October 24th: COVID-19 Facial Covering Rhetoric
    • October 26th: Wells, H. G. Time Machine. Ch. 1-5
    • October 31st: Wells, H. G. The Time Machine Ch. 6-The End
    • October 3rd: Collins & Pinch’s The Golem at Large (Technology), Ch. 7 and Conclusion
    • September 12th: Collins & Pinch’s The Golem (Science), Ch. 7 and Conclusion
    • September 19th: Collins & Pinch’s The Golem at Large (Technology), Prefaces and Ch. 1
    • September 26th: Collins & Pinch’s The Golem at Large (Technology), Ch. 2
    • September 28th: Collins & Pinch’s The Golem at Large (Technology), Ch. 5 and 6
    • September 7th: Collins & Pinch’s The Golem (Science), Ch. 5 and 6
  • New Media: Gender, Culture, Technology
    • August 19: Introduction to the Course
    • August 21: More Introduction
    • August 26th: Consider Media-ted Arguments
    • August 28th: Media & American Culture
    • November 13th: Hank Green’s An Absolutely Remarkable Thing, Part 3
    • November 18th: Feminism’s Non-Monolithic Nature
    • November 20th: Compulsory Heterosexuality
    • November 25th: Presentation Discussion
    • November 4: Hank Green’s An Absolutely Remarkable Thing, Part 1
    • November 6: Hank Green’s An Absolutely Remarkable Thing, Part 2
    • October 16th: No Class Meeting
    • October 21: Misunderstanding the Internet, Part 1
    • October 23: Misunderstanding the Internet, Part 2
    • October 28: The Internet, Part 3
    • October 2nd: Hauntology
    • October 30th: Social Construction of Sexuality
    • October 7:  Myth in American Culture
    • September 11: Critical Theory
    • September 16th: Social Construction of Gender and Sexuality
    • September 18th: Postmodernism, Part 1
    • September 23rd: Postmodernism, Part 2
    • September 25th: Postmodernism, Part 3
    • September 30th: Capitalist Realism
    • September 4th: The Medium is the Message!
    • September 9: The Public Sphere
  • Science Fiction and American Culture
    • April 10th: Octavia Butler’s Dawn (Parts III and IV)
    • April 15th: The Dispossessed (Part I)
    • April 17th: The Dispossessed (Part II)
    • April 1st: Interstellar (2014)
    • April 22nd: In/Human Beauty
    • April 24: Witch Hunt Politics (Part I)
    • April 29th: Witch Hunt Politics (Part II)
    • April 3rd: Catch Up and Start Octavia Butler
    • April 8th: Octavia Butler’s Dawn (Parts I and II)
    • February 11: William Gibson, Part II
    • February 18: Use Your Illusion I
    • February 20: Use Your Illusion II
    • February 25th: Firefly and Black Mirror
    • February 4th: Writing Discussion: Ideas & Arguments
    • February 6th: William Gibson, Part I
    • January 14th: Introduction to to “Science Fiction and American Culture”
    • January 16th: More Introduction
    • January 21st: Robots and Zombies
    • January 23rd: Gender Studies and Science Fiction
    • January 28th: American Studies Introduction
    • January 30th: World’s Beyond
    • March 11th: All Systems Red
    • March 13th: Zone One (Part 1)
      • Zone One “Friday”
    • March 18th: Zone One, “Saturday”
    • March 20th: Zone One, “Sunday”
    • March 25th: Synthesizing Sources; Writing Gooder
      • Writing Discussion–Outlines
    • March 27th: Inception (2010)
  • Teaching Portfolio
  • Topics for Analysis
    • A Practical Editing Situation
    • American Culture, an Introduction
    • Cultural Studies and Science Fiction Films
    • Efficiency in Writing Reviews
    • Feminism, An Introduction
    • Fordism/Taylorism
    • Frankenstein Part I
    • Frankenstein Part II
    • Futurism Introduction
    • How to Lie with Statistics
    • How to Make an Argument with Sources
    • Isaac Asimov’s “A Cult of Ignorance”
    • Judith Butler, an Introduction to Gender/Sexuality Studies
    • Langdon Winner Summary: The Politics of Technology
    • Oral Presentations
    • Oratory and Argument Analysis
    • Our Public Sphere
    • Postmodernism Introduction
    • Protesting Confederate Place
    • Punctuation Refresher
    • QT, the Existential Robot
    • Religion of Technology Discussion
    • Rhetoric, an Introduction
      • Analyzing the Culture of Technical Writer Ads
      • Rhetoric of Technology
      • Visual Culture
      • Visual Perception
      • Visual Perception, Culture, and Rhetoric
      • Visual Rhetoric
      • Visuals for Technical Communication
      • World War I Propaganda
    • The Great I, Robot Discussion
      • I, Robot Short Essay Topics
    • The Rhetoric of Video Games: A Cultural Perspective
      • Civilization, an Analysis
    • The Sopranos
    • Why Science Fiction?
    • Zombies and Consumption Satire
  • Video Games & American Culture
    • April 14th: Phallocentrism
    • April 21st: Video Games and Neoliberalism
    • April 7th: Video Games and Conquest
    • Assignments for Video Games & American Culture
    • February 10th: Aesthetics and Culture
    • February 17th: Narrative and Catharsis
    • February 24th: Serious Games
    • February 3rd: More History of Video Games
    • January 13th: Introduction to the course
    • January 20th: Introduction to Video Game Studies
    • January 27th: Games & Culture
      • Marxism for Video Game Analysis
      • Postmodernism for Video Game Analysis
    • March 24th: Realism, Interpretation(s), and Meaning Making
    • March 31st: Feminist Perspectives and Politics
    • March 3rd: Risky Business?

Contact Me

Office: Fretwell 255F
Email: atoscano@uncc.edu
Topics for Analysis » Frankenstein Part II

Frankenstein Part II

Plan for the day

  • Frankenstein and Science
  • Shelley’s Warning(s)
  • Look at your Canvas Prompt

The Modern Prometheus

The second title to this novel is The Modern Prometheus. Although there is slight ambiguity here, I believe “the modern Prometheus” is Victor Frankenstein and not the monster* he created. How about a brief recap of the story of Prometheus? What is the relationship to the novel and the overall, big picture for science and technology?

*The creature isn’t really a monster as we learn. He’s a golem that wasn’t cultivated but scorned by humanity. It became what people said it was.

Captain Walton’s Adventure

As we discussed, Captain Walton parallels Victor Frankenstein’s story because Walton also sets out on a perilous endeavor that, if taken to its “logical” conclusion in light of Shelley’s warning, will destroy him. Let’s consider some of themes. As usual, we’ll avoid controversial subjects.

Feminist reading

Let me set the stage for you. Capt. Walton wants to show he’s a big boy and can do something great. The actual “great” thing isn’t specified, but it’s most likely a generic substitution for conquest. Mary Shelley was no stranger to (proto-)feminism, and the novel comments on science, technology, and adventure being male-dominated activities. A reading on this is that Shelley wants readers to not ignore woman’s contributions to humanity.

  • “A youth passed in solitude, my best years spent under your gentle and feminine fosterage, has so refined the groundwork of my character that I cannot overcome an intense distaste to the usual brutality exercised on board ship.” (Preface, Letter II, para. 4)
  • “How gladly I would sacrifice my fortune, my existence, my every hope, to the furtherance of my enterprise. One man’s life or death were but a small price to pay for the acquirement of the knowledge which I sought; for the dominion I should acquire and transmit over the elemental foes of our race.” (Preface, Letter V, para. 2)
  • Victor tells Capt. Walton, “You seek for knowledge and wisdom, as I once did; and I ardently hope that the gratification of your wishes may not be a serpent to sting you, as mine has been.” (Preface, Letter VI, para. 1)
  • “[Victor’s mother] presented Elizabeth to me as her promised gift, I, with childish seriousness, interpreted her words literally, and looked upon Elizabeth as mine–mine to protect, love, and cherish….till death she was to be mine only.” (Chapter 1, para. 11)
  • “Elizabeth was of a calmer and more concentrated disposition….She busied herself with following the aerial creations of the poets; and in the majestic and wondrous scenes which surrounded our Swiss home–the sublime shapes of the mountains; the changes of the seasons; tempest and calm; the silence of winter, and the life and turbulence of our Alpine summers–she found ample scope for admiration and delight.” (Chapter 2, para. 1)
  • “I was capable of a more intense application, and was more deeply smitten with the thirst for knowledge….Curiosity, earnest research to learn the hidden laws of nature…are among the earliest sensations I can remember.” (Chapter 2, para. 1)

The last two points show Victors cold, but inquisitive, scientific mind and Elizabeth’s humanistic lens to view the world. Later in the novel (end of Ch. 9 and beginning of Ch. 10), Victor :

  • “The immense mountains and precipices that overhung me on every side–the sound of the river raging among the rocks, and the dashing of the waterfalls around, spoke of a power mighty as Omnipotence–and I ceased to fear, or to bend before any being less almighty than that which had created and ruled the elements.” (Chapter 9, para. 13)
  • “Through the silent working of immutable laws….These sublime and magnificent scenes afforded me the greatest consolation that I was capable of receiving. They elevated me from all littleness of feeling; and although they did not remove my grief, they subdued and tranquillised it.” (Chapter 10, para. 1)

In the presence of what he believes an omnipotent deity created, he is humbled and serene.

Thirst for Scientific Knowledge

  • “It was the secrets of heaven and earth that I desired to learn…still my inquiries were directed to the metaphysical, or, in its highest sense, the physical secrets of the world.” (Chapter 2, para. 4)
  • “My father was not scientific, and I was left to struggle with a child’s blindness, added to a student’s thirst for knowledge.” (Chapter 2, para. 11)
  • “I was occupied by exploded systems, mingling, like an unadept, a thousand contradictory theories, and floundering desperately in a very slough of multifarious knowledge, guided by an ardent imagination and childish reasoning.” (Chapter 2, para. 12)
  • “[Henry Clerval’s] father was a narrow-minded trader, and saw idleness and ruin in the aspirations and ambition of his son. Henry deeply felt the misfortune of being debarred from a liberal education.” He had a “firm resolve not to be chained to the miserable details of commerce.” (Chapter 3, para. 5)

Notice how Victor dismisses commerce–an allusion to practical endeavors–in favor of pure science or knowledge for the sake of knowledge.

Peer Review

  • “M. Krempe, professor of natural philosophy. He was an uncouth man, but deeply embued in the secrets of his science.” (Chapter 3, para. 9)
  • “M. Krempe was a little squat man, with a gruff voice and a repulsive countenance; the teacher, therefore, did not prepossess me in favour of his pursuits.” (Chapter 3, para. 12)
  • “I had a contempt for the uses of modern natural philosophy. It was very different when the masters of the science sought immortality and power; such views, although futile, were grand: but now the scene was changed. The ambition of the inquirer seemed to limit itself to the annihilation of those visions on which my interest in science was chiefly founded. I was required to exchange chimeras of boundless grandeur for realities of little worth.” (Chapter 3, para. 12)
  • M. Waldman tells Victor, “The labours of men of genius, however erroneously directed, scarcely ever fail in ultimately turning to the solid advantage of mankind.” (Chapter 3, para. 17)
  • M. Waldman advises Victor on his studies: “A man would make but a very sorry chemist if he attended to that department of human knowledge alone. If your wish is to become really a man of science, and not merely a petty experimentalist, I should advise you to apply to every branch of natural philosophy, including mathematics.” (Chapter 3, para. 18)
  • “Two years passed in this manner, during which I paid no visit to Geneva….In other studies you go as far as others have gone before you, and there is nothing more to know; but in a scientific pursuit there is continual food for discovery and wonder….I made some discoveries in the improvement of some chemical instruments which procured me great esteem and admiration at the university.” (Chapter 4, para. 2)

At the exclusion of his family and other endeavors, Victor goes head first into his research. He’s good, but he has few peers. Why is that important to mention?

The Creator

  • “A new species would bless me as its creator and source; many happy and excellent natures would owe their being to me. No father could claim the gratitude of his child so completely as I should deserve theirs.” (Chapter 4, para. 8)
  • “I beheld the wretch — the miserable monster whom I had created…. the demoniacal corpse to which I had so miserably given life.” (Chapter 5, para. 3)
  • Victor travels back home to a frightful encounter. Check out the Map.
  • “During this short voyage I saw the lightnings playing on the summit of Mont Blanc in the most beautiful figures.” (Chapter 7, para. 23)
    I think Mont Blanc’s a bit far away…
  • “A flash of lightning illuminated the object, and discovered its shape plainly to me; its gigantic stature, and the deformity of its aspect, more hideous than belongs to humanity, instantly informed me that it was the wretch, the filthy daemon, to whom I had given life.” (Chapter 7, para. 25)

The Golem

  • “I had been the author of unalterable evils; and I lived in daily fear, lest the monster whom I had created should perpetrate some new wickedness. I had an obscure feeling that all was not over, and that he would still commit some signal crime, which by its enormity should almost efface the recollection of the past.” (Chapter 9, para. 6)
  • “I am thy creature; I ought to be thy Adam; but I am rather the fallen angel, whom thou drivest from joy for no misdeed. Everywhere I see bliss, from which I alone am irrevocably excluded. I was benevolent and good; misery made me a fiend. Make me happy, and I shall again be virtuous.” (Chapter 10, para. 11)
  • “I was oppressed by cold, I found a fire which had been left by some wandering beggars, and was overcome with delight at the warmth I experienced from it. In my joy I thrust my hand into the live embers, but quickly drew it out again with a cry of pain. How strange, I thought, that the same cause should produce such opposite effects!” (Chapter 11, para. 6)
  • “Was man, indeed, at once so powerful, so virtuous and magnificent, yet so vicious and base? He appeared at one time a mere scion of the evil principle, and at another as all that can be conceived of noble and godlike.”(Chapter 13, para. 15)
  • “But where were my friends and relations? No father had watched my infant days, no mother had blessed me with smiles and caresses.” (Chapter 13, para. 21)
  • “I was unformed in mind; I was dependent on none and related to none. ‘The path of my departure was free;’ and there was none to lament my annihilation.” (Chapter 15, para. 5)
  • “Many things I read surpassed my understanding and experience. I had a very confused knowledge of kingdoms, wide extents of country, mighty rivers, and boundless seas. But I was perfectly unacquainted with towns, and large assemblages of men.” (Chapter 15, para. 6)
  • “I read of men concerned in public affairs, governing or massacring their species….perhaps, if my first introduction to humanity had been made by a young soldier, burning for glory and slaughter, I should have been imbued with different sensations.” (Chapter 15, para. 6)
  • “I revolved many projects; but that on which I finally fixed was, to enter the dwelling when the blind old man should be alone.” (Chapter 15, para. 13)

Well, we know what happens after he confronts the old man, De Lacey. I include that because the Monster contemplates a variety of hypotheses on how to approach his “hosts.” Unfortunately, he had an all or nothing plan. In a sense, he had to experiment in public, and it went awry.

  • The Monster begins to control his creator: “Slave….I can make you so wretched that the light of day will be hateful to you. You are my creator, but I am your master;–obey!” (Chapter 20, para. 11)

Shelley’s Warning

The most obvious warning is the when men remove women from a “natural” event–childbirth–you end up with a creature you can’t handle. The monster’s father abandoned him and there was no one to nurture or teach him. Shelley’s mother, Mary Wollstonecraft, wanted to make sure women were educated in order to be better partners to men (that was a major justification for her argument for more women’s rights). It’s likely that Shelley is warning scientists and inventors–nearly universally male in the early 19th Century–not to impose a single gendered lens on their endeavors. They ought to consider feminine perspectives as well. Once you create something, you have to take care of it.

Future Stuff

Tomorrow is the last activity I have for us, and it’s watching a music video and a video game walkthrough. Don’t forget to do your Canvas posts before 6/22 at 11:00 pm.

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