As I have examined, my history with Frankenstein as an enduring myth in pop culture is as patch-work as The Monster and the myth themselves.
The details of the original novel by Mary Shelley, Frankenstein: Annotated for Scientists, Engineers, and Creators of All Kinds (The MIT Press), have shifted and blurred across three centuries. Most people tend to associate “Frankenstein” with The Monster and not The Creator.
Frankenstein was planted in my psyche by the classic 1931 film starring Boris Karloff and then bolstered by TV’s The Munsters (1964-1966) and one of my most formative fascinations, Young Frankenstein from 1974.
But the most powerful aspect of Frankenstein for my life as a reader and my fascination with pop culture (films, music, and comic books) was how it fits into my fandom for multi-genre works, the blending of science fiction and horror rooted in not just Karloff’s portrayal of The Monster but the original version of The Fly (1958) with Vincent Price.
There is a straight line from those early- and mid-twentieth century horror/SF classics to my favorite works of SF, Alien (1979) and Blade Runner (1982).
I am now preparing a new first-year writing seminar grounded in the question raised by Frankenstein, From Frankenstein to WandaVision: What counts as “human”?
That course preparation is focusing on how to make sure students see the value not only in Frankenstein as cultural myth but also the ways in which humans have sought to create life or some facsimile of human (such as artificial intelligence).
“More human than human” is the branding of the Tyrell Corporation in Blade Runner (1982), and I daily watch people continue to debate on Facebook aspects of replicants—and which characters are or are not replicants—some forty years after the film was released.
The seeds of this course were planted by the release of The National‘s First Two Pages of Frankenstein, lyrics in Lana Del Rey’s Did you know that there’s a tunnel under Ocean Blvd, and the film, Poor Things (2023).
But those elements also triggered how Frankenstein and creating artificial life pervades my comic book world—The Vision (thus WandaVision ), Wolverine (specifically Weapon X), and Deathlok (a character that has blurred with another multi-genre pop culture phenomenon, RoboCop [1987]).
In other words, the text focus on this first-year writing seminar (which is primarily a composition and not a literature course), then, is seeking ways to be provocative and engaging in ways that matter to almost twenty-somethings in 2024; and with the rise of ChatGPT as well as Frankenstein still right in the center of pop culture, I think I have hit the jackpot for an enduring and rich question about what counts as human.
A not exhaustive list so far of potential texts for students to examine include the following:
- Frankenstein: Annotated for Scientists, Engineers, and Creators of All Kinds (The MIT Press), Mary Shelley
- Frankenbook [online essays]
- WandaVision (Disney+)
- Vision: The Complete Collection (graphic novel)
- Frankenstein: The True Story (TV Movie 1973)
- Frankenstein (1931)
- Poor Things (2023)
- Frankenstein (2025)
- Young Frankenstein (1974)
- Weapon X (graphic novel)
- Blade Runner (1982)
- Philosophy and Blade Runner, Timothy Shanahan
- Blade Runner 2049 (2017)
- Blade Runner 2049: A Philosophical Exploration, Timothy Shanahan and Paul Smart (Editors)
- Do Androids Dream of Electric Sheep? Philip K. Dick
- Klara and the Sun, Kazuo Ishiguro
- Ex Machina (2014)
- RoboCop (1987)
- Red Spider, White Web, Misha Nogha
- Comic book characters: Wolverine (Marvel), Cybrog (DC), The Vision (Marvel), Deathlok (Marvel)
- Frankenstein’s Monster and Images of Race in Nineteenth-Century Britain, H. L. Malchow, Past & Present, No. 139 (May, 1993), pp. 90-130 (41 pages). https://www.jstor.org/stable/651092
- The Ultimate Hybrid: A Racial Analysis of the Creature in Mary Shelley’s Frankenstein, Kaylee Campbell. The Measure, vol 5 (2021).
- Jason M. Kelly, “Slavery and Race in Frankenstein,” Indiana Humanities One State / One Story: Community Read Program Guide, version 5 (20 March 2018), http://quantumleap.indianahumanities.org/wp-content/uploads/2018/05/frankenstein_pg_v.5-1.pdf
- Race and Frankenstein, Patrick Brantlinger. The Cambridge Companion to ‘Frankenstein’ (2016), pp. 128 – 142. https://doi.org/10.1017/CBO9781316091203.011
- Anne K. Mellor (2001) Frankenstein, racial science, and the yellow peril, Nineteenth-Century Contexts, 23:1, 1-28. 10.1080/08905490108583531
The annotated Frankenstein and Frankenbook share seven relatively brief and accessible essays that allow anyone (and my students) to interrogate the Frankenstein myth in ways that focus on why that myth and questions about what constitutes being human continue to haunt us.
For a composition course, the essays also provide some context for asking students to rethink the essay itself, especially essays written at the college level and for scholarly purposes.
I want to touch briefly on a couple of those essays here: I’ve Created a Monster! (And So Can You), Cory Doctorow, and Changing Conceptions of Human Nature, Kate MacCord and Jane Maienschein.
One goal of my first-year writing seminars is to have students rethink essay openings (set aside one-paragraph “introduction” for multiple-paragraph “opening”) and move past the one-sentence overstated thesis (preferring to focus readers in a full paragraph and use questions instead of statements).
With that, Doctorow provides not just a thoughtful essay, but a wonderfully engaging opening paragraph:
When it comes to predicting the future, science fiction writers are Texas marksmen: they fire a shotgun into the side of a barn, draw a target around the place where the pellets hit, and proclaim their deadly accuracy to anyone who’ll listen. They have made a lot of “predictions,” before and after Mary Shelley wrote her “modern Prometheus” story about a maker and his creature. Precious few of those predictions have come true, which is only to be expected: throw enough darts, and you’ll get a bull’s eye eventually, even if you’re wearing a blindfold.
I’ve Created a Monster! (And So Can You), Cory Doctorow
Academics, scholars, and students, I argue, can not only write clearly but also well, incorporating techniques often associated with fiction or so-called creative writing; Doctorow’s first sentence soars with technique but also establishes a very important point about how SF is typically misread: “Science fiction does something better than predict the future: it influences it.”
And thus Frankenstein as enduring myth and enduring question about what counts as human.
Another straight line from Shelley’s The Monster to Marvel’s The Vision (and the glorious multi-genre adventure of WandaVision).
The initial reason I thought a first-year writing seminar centering on the Frankenstein myth and the question of what counts as human was the rise of ChatGPT and debates about whether the writing produced by AI is in any way “good,” or to put it more directly, like a human would write.
But I know I needed more, and the essay by Kate MacCord and Jane Maienschein provides two incredibly important contexts.
First, they interrogate whether The Monster is human using a framework from Aristotle, a doorway into helping students confront the value of classic texts and classic thought (something that helps challenge the Urban Legend that higher ed is all Marxism and no classics)
Like Doctorow’s essay as a model for reconsidering the essay opening, MacCord and Maienschein serve as a powerful example of the engaging closing (again a challenge to the vapid traditional guideline that the conclusion should repeat the introduction);
To look more concretely at a topic of current interest, some people claim that embryos have personhood and should be given the legal rights of a human being. In the sense of humanity or personhood explained here, this definition would be an inaccurate assessment of embryos. Embryos are materially of the human type, but they have not yet gone through the process of development and are not yet persons in this sense. Some people like to suggest that embryos are potential persons in that they might, under the right circumstances, become persons. Or to put it biologically, perhaps an embryo or a “monster” that is not a fully formed human might be taken as having the potential to become a human being. But potential is not actual. Most of us have many potentials that we never put into action. It does not make sense to act as if every one of us is already an Olympic star or concert pianist or math genius just because we may each have the potential to become these things. It is the actual that matters. The creature is not an actual human in that he has not developed fully. Even after two centuries, Victor and his not-human creature help inform our understanding of human nature.
Changing Conceptions of Human Nature, Kate MacCord and Jane Maienschein
From a classical examination of whether The Monster is human (they say not) to the very real and current on-going struggle in the US over body autonomy and human agency at the center of the abortion debate—this is the promise of asking students to interrogate what counts as human through the Frankenstein myth.
First-year writing seminars must be about thinking better and more deeply by writing better and more deeply.
I am excited for this course in the spring as my students and I can contribute even more the enduring myth of Frankenstein.





















