Frankenstein/ Never Let Me Go possible questions

Compare the ways in which the writers of your chosen texts use the narrators.

-perspective of clones' and creature to shed light upon their exploitation and maltreatment; whilst this ties into the genre of dystopia for Ishiguro, it is a stray from gothic conventions on Shelley's behalf as it gives the monster a viewpoint
-both use the narrators (Kathy, creature) as a mouthpiece of the dangers of scientific creation, from the perspective of the creations
-whereas the creature is however a part of the embedded narrative in 'Frankenstein', Kathy is the sole narrator of 'Never Let Me Go'

Compare the ways in which the writers of your chosen texts present the role of gender.

Frankenstein;
-Gender- women as concerned with the domestic sphere versus men as belonging to the external world and with ambitions; this reflects the patriarchal attitudes of the Victorian society in which Shelley lived in (evidence of this in Elizabeth's domestic identity, and Frankenstein's institutional education)
-By contrast, Ishiguro represents a flip of the patriarchal values into a matriarchal society (this is seen in the leading figures of Hailsham being Miss Emily and Madame). Further this is also seen in the dominant character of Ruth over Tommy in their relationship. (dystopian convention)
-The role of gender is also seen in the form of motherhood in Frankenstein; Victor was intensely attached to his mother. Furthermore, through creation of the monster, he gets rid of the necessity for mothers' existence.
-Motherhood, in 'Never Let Me Go', is presented through Kathy when she holds a pillow and dances to the sound of her tape. The fact that female clones are robbed of the ability to reproduce and have babies, the 'natural' roles for women, further emphasises on the maltreatment of the clones, and adds to the dominant reading of the text.
-In both texts the role of genders is also depicted in romantic relationships; in NLMG, 'female' and 'male' clones are encouraged to have sex with one another and get involved in 'couples', and in Frankenstein, Victor and Elizabeth are encouraged to marry, whilst the creature asks Victor to create him a 'female companion'. There is thus in both novels the idea that the genders complete one another. Further, this also enforces the importance of romantic relationships (the creature's absence of one and Tommy's and Kathy's unfulfillment)

Compare the ways in which the writers of your chosen texts present what it means to be human.

-In both there is use of referential function of setting providing a mimesis of the human world
-Hope plays a significant part in the creature's humanity as well as the clones'; the creature hopes to first reconcile with Victor, and then to have a female companion
-The clones' hope to receive referrals from Madame and Miss Emily to prolong their lives with each others
-Further both the creature and clones respond negatively to the crushing of their hopes; another humane aspect; the creature's grin disappears and he howls seemingly in pain and although Kathy could be said to have a subtler reaction, Tommy breaks down mentally (human responses)
-There is a capacity to love in both of the parties; the creature's love for DeLacey's and his help to them, his salvation of the girl from drowning and even the tears he sheds at Victor's death, and the clones' love of each other, of attachment to Hailsham and of their guardians
-Both writers use literacy allusions; whilst in the case of the creature this conveys his desire and aspiration to learn (development of language, 'Paradise Lost'), in NLMG it draws a parallel between human education and their own showing the similarities in the way we were brought up, perhaps also alluding to their humanity
-Both recall early experiences of childhood; the creature's vulnerability at his creation is not unlike that of a human baby and in NLMG, Kathy's use of what is essentially Bildungsroman presents her growing and maturing as a person, and having similar kind of games and social hierarchies as found in human children
-a theme of guilt too perhaps (Kathy feels remorse for hurting Ruth, whilst the creature reveals he feels guilty for all his crimes at Frankenstein's death)

Compare the ways in which the writers of your chosen texts convey fear of the unknown.

Both writers use the gothic genre conventions to convey fear of the unknown; whilst Shelley uses the gothic sublime to portray the terrifying expanse of the unknown nature, the clones' express their fears in regards to the woods which border Hailsham and what holds on the inside.
-The fear of the unknown is depicted in the hopes of the creature and the clones' alike; the creature is hopeful to be accepted by the DeLacey family yet afraid of the outcome and the clones fearful of whether they will receive the referral or not
-In both of the texts the fear of the unknown is presented through the use of 1st person narration; Victor expresses his anxieties for the uncertain future upon the creature's first murder of William and Kathy's fear of the unknown is shown also upon losing hold of Hailsham and her dream of the balloons being cut off
-making jokes about 'being unzipped' (coping mechanisms of their fates)
-The fear of the unknown is also depicted through the responses of the outsider characters towards the creature and the clones; this includes the violence and abuse towards the creature from DeLaceys, villagers and the father of the girl whom he saves and in the clones' this is predominantly seen through Miss Emily ('we were all scared of you') and Madame ('spiders')

Compare the ways in which the writers of your chosen texts explore the importance of hope.

-The importance of hope to the structure of the novels; in both 'Frankenstein' and 'NLMG', hope of the clones and the creatures' as well as Frankenstein's helps keep the tensions of the novels high. Further it allows the readers to sympathise with the clones and creature's
-The importance of hope as an expression of humanity; in both novels, hope is utilised to express that the clones and the creature both have a soul which adhered to the dominant/ preferred reading of the text which depicts them both as the disadvantaged minorities, and make them critical of the abandonment of ethics in science
-The importance of hope of Victor and James Moorningdale to make a scientific discovery to the diegesis; neither of the novels would function if not for the 'creator's' proud hope of ambition

Compare the ways in which the writers of your chosen texts criticise human behaviour.

-Both writers use the narrative voice in order to criticise human behaviour; both the writers allow the perspective of the the clones and the creature (embedded narrative), in order to insight the vices committed against them and portray their humanity, in order to receive sympathy from the readers and magnify upon the actions of society

-Both writers use referential function of setting in order to create a mimesis of the human world; this helps to reflect human behaviour in both of the novels. Whilst in Frankenstein, Shelley mirrors presently held beliefs, such as misogynistic values, she criticises present-day human behaviour, Ishiguro, through creating a dystopia criticises human behaviour as what it could potentially become, rendering the dominant reading of the novel, a warning
-In Frankenstein, the trial of Justine shows the flawed laws of justice in Victorian society, as well as the misogynistic values held by Victor towards Elizabeth, whilst the whole institutional system of cloning portrayed by Ishiguro refers to 'Dolly the Sheep' from the 90s
-''human laws as bloody as they are'

-Criticism of human behaviour as criticism of the clones and the creature (portrayal that they are both human)

Compare the ways in which the writers of your chosen texts create a sense of threat.

-Both writers use their respective genre tropes in order to create a sense of threat for the creature/ clones; whilst Shelley uses the gothic sublime as well as the figure of the monster, Ishiguro employs both the gothic (the woods) as well dystopia through the use of euphemistic language ('donors', 'carers, 'completion' etc)
-A sense of threat is also created for the remaining characters through similes used to compare the creatures and the clones; in 'Frankenstein' the use of hellish epithets such as 'daemon' to terrorise the Christian readers of the Victorian era to show the creature's 'threat' whilst in NLMG, the clones are compared to 'spiders', a common phobia, to show that the external society observes them with a sense of threat
-Further, a sense of threat is created through in the mimesis of society, showing that this event may be possible (verisimitudinal/ referential function of setting, literacy allusions, mimesis of societal beliefs and historical events (galvanism, WW2)

-Sense of threat created by the creatures themselves; the creature's threats and murders ("I will be with you on your wedding night", repetition), the clones
-By comparison; Tommy's tantrum, Madame's 'spiders'

Compare the ways in which the writers of your chosen texts use a range of locations.

-Both writers use a range of locations within the novels; whilst Shelley does this separate the three narrative voices from one as well present a sense of journeys and Frankenstein's pursuit of the creature towards the end of the novel, Ishiguro namely does this through the use of Hailsham, the Cottages and the centres in order to show the clones' progression through maturity, but also show their succession towards 'completion'
-Both writers use a range of locations through referential function of setting (Scotland, Geneva, Dorset, Norfolk) in order to establish a mimesis of real life and the novels' proximity to truth/ possibility
-Both writers allude to a 'remote part of Scotland' where Frankenstein and James Moorningdale carry out their unhallowed experiments; this location is shown as isolated and desolate from humanity, expressing their inhumane actions. In 'Frankenstein' this also acts as somewhat of a karma for the eponymous character. Both characters move to the location by choice, showing a simultaneous awareness that what they are doing is wrong.
-In both novels there is the use of 'Cottage[s]'; whilst in NLMG this is utilised to portray the clones' maturity and a closeness to completion, in 'Frankenstein' it is where the creature obtains language. Perhaps also it is Shelley's representation of the high poverty levels in rural locations at the time (Felix and Safie)
-The Cottages are for both the clones and the creature a place of hope (hope of acceptance, hope for 'possibles')
-The myriad of locations can also be seen in Kathy's driving to different centres; it represents her identity as an outsider, never quite belonging anywhere. In 'Frankenstein', similarly a wide range of locations is explored to express of Victor's pursuit of the monster.
-Both writers use the locations of Hailsham and Ingolstadt (institutional education)in order to show its insufficiency etc (link Shelley's autodidactic teaching)
-Both novels use gothic genre tropes to present location; in 'Frankenstein', Shelley uses the Arctic/North pole to depict the icy climes and thus also the gothic sublime. This helps present the influence of Romantics on her novel and to emphasize the dynamic of man versus. Ishiguro on the other hand uses the woods in Hailsham to show how the clones were manipulated to not leave the premises of the institution.

Compare the ways in which the writers of your chosen texts present warnings about the future.

-Both writers present warning about the future through centring their novels in surrounds recent scientific discoveries; in Shelley's case this is the use of galvanism, a belief that an electric current could be used to restart or create life. In Ishiguro's novel recent scientific research is exhibited through cloning in reference to 'Dolly the Sheep' (90s). Through exploring these references, and developing their potentials further, both writers portray what could be possible if bioethics are abandoned, and what uncontrolled scientific research could lead to.
-Warnings about the future are further represented through mimesis in both of the texts (verisimitudinal/ referential functions of settings)

Compare the ways in which the writers of your chosen texts make use of the natural world.

First point- Fear of nature
Both writers make use of the natural world through connecting it to terror (symbolic function of setting); Ishiguro refers to the woods which are placed next to Hailsham and Shelley uses the sublime of the 'icy climes'
-Ishiguro, adheres to the dystopian genre, using nature as a means of controlling the clones, and make them less prone a rebellion etc
-The creature too, perhaps embodies nature, and the shift of movement between Early and Late Romantics, as the creature, first benevolent, seeks destruction and revenge. This might establish him as the concept of the gothic sublime; nature is something malevolent and to be feared
-Shelley presents a connection between the creature and nature, in that, 'the moon' appears whenever the creature does; this helps enforce the man versus nature dichotomy (a Romantic notion) and further helps establish the creature as the disadvantaged figure, as too, nature is disadvantaged by factors such as the Industrial Revolution
-In addition to this, Shelley also makes use of nature through its personification AND feminisation; through this, she reflects the misogyny of the era as well as Frankenstein's vice/ sin (creation of the monster) against nature as one against women
-Ishiguro, too, establishes a connection between the clones and nature, in that when visiting the boat in the forest setting;
-'remote part of the Scotland'
-'the Cottages'

Compare the ways in which the writers of your chosen texts portray characters responding to difficult circumstances.

Both writers use 'mental breakdowns' to show the clones' and creature's response to difficult circumstances (DeLacey's rejection of the creature and Tommy's tantrums)
-Madame's 'spiders'; the girls' emotional response to the realisation that Madame is scared of them
-In parallel to this, the creature sees his reflection in the pool, perceiving his deformity
In both of the novels this shows a humane aspect to the creature/ clones, provoking sympathy from the reader, aiding in the dominant/ preferred readings of the texts
Responses to difficult circumstances outside of the clones/ creature's
-Victor's proneness to fainting and falling ill parodies behaviour of heroines in Gothic fiction, a genre by then far established, the reader thus aware of Shelley's use of them
-Miss Lucy's response to her dismissal from Hailsham; sitting in the dark, talking to herself
-Alphonse Frankenstein's 'death from grief'
-Ruth's 'we are made from trash'

Compare the ways in which the writers of your chosen texts present exploitation.

-Exploitation of marginalised/ minority groups; in Frankenstein there is evident use of the feminisation of nature as well as the thoroughly objectified character of Elizabeth to portray exploitation of women
-In 'NLMG' there is an allusion to concentration camps during the WW2 in order to establish a parallel between the Holocaust victims and the clones, to magnify upon their exploitation. This is presented through the use fences which contain the clones within the institutions.
-In both of the novels, the creature and the clones are both exploited for the benefit for other people; though in 'Frankenstein', Victor initially creates the monster for the sake of finding a way to avoid death (other than an abrupt and violent one), but one could also argue for the sake of his own ambition ("What had been the study and desire of the wisest men since the creation of the world was now within my grasp.") He thus exploits the creature through creating him and then ultimately abandoning him, to survive on his own.
In Ishiguro's novel, the creatures are exploited for the sake of their 'donations' (euphemistic language which adheres to the dystopian genre)

Compare the ways in which the writers of your chosen texts portray characters responding to unfamiliar environments.

-In Frankenstein; when the creature first wakes up and ventures out; his expressions and behaviour is like that of an infant. This puts emphasis on the dominant reading of the text.
-The Arctic in Walton's letters
-The transition into the Cottages
-The centres; swimming pool in the 50s

Compare the ways in which the writers of your chosen texts use the dialogue.

Both writers use 2nd person addressal through their narrative voices, emulating dialogue and its addressee as the reader; in NLMG, it is evident that Kathy addresses another clone ('I don't know how it was where you were'), thus making the reader feel like an impostor, simulating the feeling of an outsider (just like the clones. In 'Frankenstein', the use of intrusive narrator ('I see by your eagerness and the wonder and hope which your eyes express, my friend, that you expect to be informed of the secret...') is used as within each embedded narrative as well as the frame narrator.
Both writers include dialogue between the disparaged creature and clones and the humans to magnify upon the interactions held between them
-There is a shift from the use of you addressal to thou on the creature's behalf as the novel progresses; this shows his gradual loss of respect for Victor as well as his capacity for language. Further Victor's and the creature's first exchange of dialogue dispelled the reader's assumption about the creature's absence of civility (this goes against conventions of the Gothic genre), as the creature's respectful tone of voice
-Dialogue exchanged between Madame and Miss Emily and Tommy and Kathy functions as the final climax of the book

Compare the ways in which the writers of your chosen texts create a sense of fear.

In both texts, a sense of fear is created through the separation of fear into fear of the creature and clones and fear for the creature and clones
-Both novels use the the gothic genre conventions to establish a sense of fear; in 'Frankenstein' this is done at the monster's creation, through the use of the gothic sublime in the Arctic as well as general threat imposed on by nature. The sense of fear is particularly important to the novel, as Shelley wrote it as a part of a contest for the best ghost story, prompted by Lord Byron.

Similarly, in 'NLMG', this can be seen in the use the gothic woods and the idea of its haunting. A sense of fear is produced on the clones, as is perhaps on the reader. It is important (don't stray too far off topic) that the sense of fear is created, as it shows the manipulation tactics use by the Hailsham institution. Alternatively, it displays childish sentiments towards ghost stories and a liability to be affected by them, thus further playing into the dominant reading of the text, as portraying the humanity of the clones.

Further, both writers create a sense of fear, through the pejorative portrayal of the creature and the clones.
Shelley uses epithets such as 'daemon' to describe the creature, and similarly Ishiguro establishes a motif of spiders to compare them to, a common phobia, to amplify on the sense of fear.
Unlike in 'Frankenstein', Ishiguro also utilises dystopian genre conventions, such as the use of the passive voice, and euphemistic language, in order to create a sense of fear, by means of ambiguous allusions. Further, the writer employs narrative delay, which builds tension.
Both writers use mimesis through the referential function of setting as well as the mention of recent scientific discoveries (galvanism/ 'Dolly the Sheep') to imply to the reader that both novels have real possibility of occurrence.

Compare the ways in which the writers of your chosen texts make use of different voices.

Both writers use the narrative in order to establish different voices. In 'Frankenstein' as well as 'NLMG', the writers show the viewpoint of the creations (creature/ clones) as mouthpieces of the suffering cause by an abandonment of bioethics.
Victor Frankenstein's voice is not too unlike Miss Emily's in 'NLMG', as both argue for their self-righteousness and act as mouthpieces for the figures
-mouthpieces

Compare the ways in which the writers of your chosen texts present loss.

-Keffers gives Ruth's 'collection' to 'Oxfam' ('I wish I'd done the same); loss of things with sentimental life
-loss of one another ('balloon strings being cut off', loss of Hailsham) versus the monster's loss of the prospect of a female companion (in both the loss was the responsibility of those at a bigger advantage)
-loss of hope; Both the creature experience the loss of hope in their respective novels; the clones lose hope at the realisation that what they think is Ruth's possible, is not, and the creature hopes to be accepted into the DeLacey household, yet is met with abuse instead. Furthermore, the clones are met with the loss of hope when Tommy and Kathy wish to get a referral are told by Miss Emily that no such thing exists. Similarly, in 'Frankenstein', the creature is hopeful to receive a female companion from Victor, yet the latter rips her to shreds in front of him, causing the loss of hope in the creature for a friend.

-Victor's loss could arguably act as retribution for his abandonment of the creature, however alternatively it contributes to the tragic reading of the novel, making the deaths which surround Victor a part of his destiny.
-Miss Lucy's loss of job, Miss Emily's and Madame's loss of Hailsham

-The loss of hope and loss of their loved ones for the creature and the clones emphasise their humanity and thus upon the dominant reading of the novels.

Compare the ways in which the writers of your chosen texts explore what is right and wrong.

-James Moorningdale and Victor ('remote part of Scotland'); awareness that what they are doing is wrong
-the use of the naïve narrator to show Victor's fallibility and liability to vice
-excessive passion for the subject, veiled by ambition; use of the predominantly Christian Victorian readers to indicate what is right and wrong ('a churchyard was to me merely the receptacle of bodies deprived of life')
-Both use the creature and the clones as mouthpieces for the exploited parties in the novels, magnifying the [potential] abandonment of bioethics in society
-In contrast, 'NLMG' is characterised not by religion but by social standards superimposed on by Hailsham ('unspoken rule that we should never raise the subject [Gallery] in their presence.') (rhubarb patch)
-('I should have found something to say.')
-This displays how the Hailsham institute taught what is right and wrong, on order to control them, adhering to the genre of dystopia
-In Frankenstein, there is a battle of morality between Victor and the creature (who is in the right and who is in the wrong); Shelley goes against Gothic genre conventions in order
-'frightful catalogue of my sins'
-'Yet even that enemy of God and man had friends and associations in his his desolation; I am alone.'
-'Am I thought to be the only criminal, when all human kind has sinned against me?' (use of rhetoric prompts the reader to question this)
-Ruth's apology to Kathy
-'the rhubarb patch was out of bounds'

Compare the ways in which the writers of your chosen texts depict love.

Both writers depict romantic love in their novels; in 'Frankenstein' this is done through Victor's relationship with Elizabeth (perhaps depicted through a tragic lens) and 'the couples' in 'NLMG' (clinical, 'couples', 'properly in love')
('We didn't do things like hug in Hailsham')
-Further, both writers depict love through a platonic manner; this is depicted through Victor's friendship with Clerval and in 'NLMG' in Kathy's friendships with Ruth and Tommy. This is explicit in extracts such as her willingness to lie for Ruth about the 'pencil case' and her gift of the cassette to Kathy + Norfolk trip
-Further both novels on love as something to be desired; the 'referrals' in NLMG and the creature's desire of a 'female companion' as well as the love of the Delaceys
-love as something that makes the creature and the clones human (dominant reading)

Compare the ways in which the writers of your chosen texts explore the acquisition of knowledge.

-Institutional education as a means to acquisition of knowledge (Ingolstadt and Hailsham) (Ishiguro's criticism of the poor quality of Institutional education)
-autodidactic acquisition of knowledge held in the Cottage; the creature's acquisition of knowledge from the DeLacey's, and the clones' transition into 'life' teaching in the Cottages (this was Shelley's subtle hint perhaps at the superiority of auto-didactic education as the author herself had one)
-a human characteristic; both the creature and the clones are eager at the prospect of education and exemplify the willingness to acquire knowledge; the creature as a means to becoming civilised and to become accepted, Kathy shows an interest in knowledge surrounding sex to ensure she participates in it correctly. Further the clones use knowledge and reading in particular as something to show their superiority (elitism); perhaps thus portraying that there is a correlation between the level of humanity and one's knowledge
-The acquisition of knowledge through Walton's desire of discovery in the North Pole and Victor's acquisition of knowledge in regards to the creation of life; this shows the extremes of the themes, and shows ambition (perhaps Victor's hamartic flaw)
-'possibles' and 'referrals'

Compare the ways in which the writers of your chosen texts present outsiders.

Both writers present the clones and the creature as the outsiders to the rest of society. Ishiguro does this through use of motifs of driving, windows and 'edges' to imply that the clones are always outside looking in, and lack a place that grounds together or one that they truly belong in. Similarly, Frankenstein's creature is depicted as an outsider through remains on the outskirts of society, one example of this is his observation of the Delacey's house from the 'chink in the wall' (perhaps also the vast icy climes)
-In Ishiguro's novel, outsiders are also presented internal to the group of clones at Hailsham; as Tommy is outcasted through bullying and Ruth's separation of his as a Hailsham student.
-Modelled from trash drunkards, prostitutes
-Frankenstein and James Moorningdale as outsiders through their seclusion and move to a 'remote spot of Scotland'

Compare the ways in which the writers of your chosen texts explore the impact of ambition.

-Frankenstein's ambition consumes him ('Two years passed in this manner, during which I paid no visit to Geneva'), leading him to abandon all responsibilities fillial, further James Moorningdale ambition
-Ruth's ambition for a possible
-Kathy's and Tommy's ambition for a referral
-ambition to prove the clones have souls
-'their smiles were the limit to all my ambitions'

Compare the ways in which the writers of your chosen texts explore forms of constraint.

'unchained a monster',

Compare the ways in which the writers of your chosen texts explore forms of control.

-social conditioning ('It's their lunchbreak yet they don't go out. Can't blame them') (unspoken rule that you were not to mention the Galleries in the guardian's presence) (the use of the gothic woods)
-the creature scared to leave the 'hovel', having been 'grievously bruised'
-people in control; Patriarchy in 'Frankenstein', 'Matriarchy' in NLMG, the former to reflect on present society, the latter to foil that and adhere to the dystopian genre
-control within relationships; Ruth and Kathy ('had Ruth in a corner'), Frankenstein and the creature ('Slave!') (slave to the creature)
-emotional control (controlled himself), ('Tears unrestrained'), ('I got it under control') 'For and instant I dared to shake off my chains, and look around me with a free and lofty spirit
-ambition's control (Walton, Frankenstein, Moorningdale)

Compare the ways in which the writers of your chosen texts explore rejection.

Rejection

Compare the ways in which the writers of your chosen texts present power.

Power, in both novels, is exemplified through personal dynamics. In Frankenstein, it is shown through 'Beware; for I am fearless, and therefore powerful'
-societal power over the clones and the creature ('bruised grievously'),
-

Compare the ways in which the writers of your chosen texts explore the consequences of certain choices.

'I should have said something'

Compare the ways in which the writers of your chosen texts present progress.

Both writers present progress through journeys and a numerous of locations; to enforce a sense of progression, however whilst in 'Frankenstein' this is used to emphasize Victor's pursuit of the creature,
Both writers present scientific progress in society through the system of cloning and Victor's ability to bring life to the creature through the procedure of galvanism; this is shown in the sole existence of the the characters and emphasised through Victor's interest in chemistry and natural philosophy and through Miss Emily's speech in the (second to last?) Chapter. Furthermore, this scientific progress is criticised as it is accompanied by the abandonment of bioethics.
-Educational process (the creature's progress in learning language in an auto-didactic location contrasts the absence of progress in the clones' institutional)
-The clones' progress throughout the novel towards their 'completion'
-Progress can also be seen in the relationships which occupy both novels; In 'Frankenstein' there is a progress in the relationship between the creature and Victor (progress from the use of 'you' to 'thou'). In 'NLMG', Kathy's relationship with Tommy as well as Ruth progress

Compare the ways in which the writers of your two chosen texts make use of symbolism.

-Vile insect, wretch, fiend Versus spiders (symbolic of how they are perceived by society)
-symbolic of the scientific advancements within each time period, in Mary Shelley's instance this would be galvanism and in Ishiguro 'Dolly the Sheep'. Thus there is a verisimilitude established between reality and the fictional world.
-'ballons'
-'frozen cow pats'

-symbolism in regards to gender; patriarchal rule (19th Century) versus matriarchy (dystopian)


-Motifs
-Location/ Education
-

Compare the ways in which the writers of your two chosen texts present the roles individuals play within their societies

-Educations; Both writers explore how individuals play the roles of parenthood within their societies. In Shelley's 'Frankenstein', the dominant reading of the text is how that Frankenstein, as the creator of the creature, has responsibility to raise him, yet rejects this entirely. The creature is left 'overwhelmed with sleep' and like Safie 'was left alone, unacquainted with the language of the country and utterly ignorant of the customs of the world.'
-'bestow with happiness'
Victor's abandonment of his role in society as a parental figure is in parallel to both the mother of Justine and the father of Safie; this puts emphasis on Frankenstein's rejection of his child. Alternatively, however, it leads to the creature becoming a threat to society.
-In Ishiguro's novel however, the guardians play they parental roles in the dystopian society. 'Sex with Mr. X was absolutely sick-making'
-Miss Geraldine is described to have done 'her best to look at the picture with kindness and understanding'. Further, 'the secret guards' is expresses the clones' attachment to her ('our main aim of course to protect her').
-However, the guardians's role is not solely parental, but education-orientated; the guardians limited education (unspoken rule that we weren't to mention the Galleries in the presence of our guardian) (told and not told) in order to socially condition the clones against rebelling and remaining passive in Ishiguro's dystopian society. ('It's their lunchbreak, yet they don't go out')
-This is also enforced through 'the woods' (Gothic genre trope); the guardians do not deny the hauntings of the forest, and Ishiguro suggests they may have started the rumours, in order to prevent the clones from leaving.
-Unlike in Ishiguro's novel, the primarily responsible educator -Frankenstein- abandons his role in society through abandoning the creature.

-Women; 'Elizabeth, my love, you must supply my place to my younger children'
-'She forgot even her own regret in her endeavours to make us forget.'
-In Never Let Me Go however, the patriarchy is flipped into a matriarchal society; seen in power are only Madame and Miss Elizabeth. Unlike the women in 'Frankenstein', their role in the book, as revealed in Chapter 21 was to lead the movement which was to prove that the clones had souls; thus, this in some way
-
-
-Shelley does this through
-James Moorningdale/ Frankenstein; Roles as figures of progress, pro
-'magistrate', 'the courts of justice'
-