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Within Systemic Functional Linguistics, Grammatical Metaphor (GM) is a meaning-making resource lying at the experiential level that extends the meaning potential through cross-stratal re-mappings between the grammar and the semantics, boiling down, in one of its manifestations to expressing something that should have been a process (verb) in terms of a thing (noun). This study is an attempt at seeing how the frequency of GM used in the novel ‘Frankenstein’ written by Mary Shelly plays out in its cinematic adaptation. It is an attempt at investigating possible differences in the use of GM in the novel as a type of literary prose fiction and in one of its cinematic adaptations, the respective frequencies, along with what implications these differences carry in terms of generic features and functions of GM. In the 4200-word corpus analyzed for the movie adaptation, there were 70 instances of GM emerging upon analysis. In the 4200-word purposively sampled excerpt of the novel, there were above 330 instances of GM emerging. So the frequency of instances of GM in the written version was much more than that in the cinematic adaptation. This significant difference carries many possible cognitive, semantic, discursive, generic and textual implications. A number of pedagogical implications accrue to this research, such as increasing the knowledge of teachers and English language instructors with regard to the role of GM in making metaphorical forms in different texts, increasing knowledge of how to approach the teaching of the skill of reading and writing in upper-intermediate and intermediate classes, deeper critical reading abilities for learners, etc. 

In the Qur’anic verses and Islamic hadiths, human values rank such a high status that religious leaders have also emphasized to respect these values. Altruism and serving humans - in all religions and denominations - have also been emphasized by religious leaders theoretically and practically. Paying attention to such values can play an important role in the solidarity of human societies and the peaceful life of different ethnic groups and nationalities. Human values have also been considered by Iranian writers and mystics, some of whom have reflected those valuable lessons in their Persian poems and texts. Despite blind prejudices, “Religious Enlightenment” requires that those life-giving and altruistic teachings be discussed by scholars.