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1.1
Getting started
Week 1
Introducing the three areas of study in this unit
1.2
Learning Intentions
This week you will learn to:
•
•
•
•
Identify the different focus of each area of study
Examine and assess the effectiveness of the title, cover and a short extract from
two novels
Explore the idea of writing within a specific context
Examine some key concepts about how language can be used to persuade
The activities you will complete this week include:
•
Selecting one of two class novels to study for this unit for the next six weeks
•
Looking at an example of a short piece of writing about a person who is both
admired and famous for the way he coped with change
•
Writing a profile of someone else who has coped well with change
•
Examining the use of a persuasive technique used in apiece of writing about an
issue
•
Writing a short persuasive letter using two persuasive language techniques
1.3
Choosing your text for Outcome One
We have two excellent texts for you to choose from.
A. One is 'The Curious Incident of the Dog in Night Time' by Mark
Haddon. It is a novel with an unusual twist. The narrator is Christopher
Boone. Christopher is fifteen and he knows a great deal about maths but
finds most human beings quite puzzling. What he really loves are lists,
patterns and finding the truth.
B. The other is 'The Ink Bridge' by Neil Grant. It is about two boys who
cannot speak.Omed, was born in Afghanistan under Taliban rule. Hector
is an Australian teenager who has lost the will to verbally communicate
after a family tragedy.
Complete the following activities before making your decision about which
book to choose. There are three short tasks:
• A pre-reading task about the different titles
• A short task examining the covers of the books
• Reading a short extract from each book to familiarise yourself with the
style of writing and the tone of each book.
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Task
1 : Examining the titles
The title of a novel is designed to attract attention, hinting at the content and
spiking reader interest.
The Curious Incident of the Dog in the Night-Time.
The Ink Bridge
1. When you read each title, what didyou think it was trying to suggest?
2. What do you think could be the significance of the words 'Curious Incident' in
the first title?
3. What do you could be the significance of the words ‘Ink’ and ‘Bridge’ in the
first title?
1.4
3.5
The cover art of a novel is designed to draw one’s eye, making us think that
this is a novel we really need to pick up and examine. Like the title, it is
designed to hint at the content. You will need to closely examine both the front
and back covers of The Ink Bridge and The Curious Incident of the Dog in the
Night-Time to respond properly to the questions below. The front cover is on
the right-hand side of the image. The back cover is on the left-hand side of the
image.
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Task
2 : Examining the covers
a) What images and colours can you see on each cover?
• Describe what you see in each case.
• What is the choice of colour meant to convey to the reader in each case?
b) What information can you see on each cover?
• Describe what you see in your own words.
• List at least 4 different pieces of information.
c) Based on your observations of the cover art and composition, what do you think
the mood of each story might be?
Extracts
To help you gain an understanding of the writing style and some of the ideas of each
book we have included a couple of very short extracts from each book.
Read both extracts then answer the questions which follow.
Two Extracts from The Ink Bridge – P 46
The Snake held the knife at Omed's back below his ribs where it would slide easily
into his kidneys. It would be a painful death and a slow one. The knife was a silent
weapon and Omed was sure the Snake knew how to use it.
A string of Urdu words came over his shoulder and the Snake spun Omed to face the
man from the shop. In the same quick movement, the knife dissolved and the Snake
placed his hand onto Omed's shoulder. He spoke to the shop owner in Urdu and
Omed recognised the words: uncle and nephew among the complicated syllables. He
slapped Omed's face affectionately and smiled.
The shop owner's eyes narrowed and he asked Omed something. He felt the Snake's
grip tighten on his shoulder, so he nodded. The owner smiled warily and walked back
to his shop.
'You did well,' hissed the Snake. 'Maybe you are of some use after all. A man
travelling alone is suspicious but an uncle and his dear nephew, well that is another
matter.' He let go of Omed's shoulder. 'You should give me the money,' he said. 'It
will be safer.'
But even with the danger of the Snake and his thin-bladed knife, he would not give
up the money. It was not his, it was the Poet's, and it was for one purpose only.
Omed held his arms tightly around his chest. (p.46)
3.6
Dear Grandson,
It is without regret that I leave this world that has been both fair and hard to me. I
had hoped to one day watch the waves reach the sky, but now this dusty camp will
be my last memory. This dusty camp where I met you. If you have the courage and
the inspiration for the journey to the waves, it is one you should make. Everyone
deserves a chance at freedom, a chance at forever.
The journey will be difficult and dangerous, but there is one part I can help you with.
The rest will be up to you, but I have confidence in you. You are strong and you have
a fire inside you. Do not be afraid of your words. They are everything. There is
money. Below my seat is your chance at forever.
With great affection,
Your Grandfather (p.33)
Two short extracts from:The Curious Incident of the Dog in the Night-Time
It was 7 minutes after midnight. The dog was lying on the grass in the middle of the
lawn in front of Mrs Shears' house. Its eyes were closed. It looked as if it was running
on its side, the way dogs run when they think they are chasing a cat in a dream. But
the dog was not running or asleep. The dog was dead. There was a garden fork
sticking out of the dog. The points of the fork must have gone all the way through
the dog and into the ground because the fork had not fallen over. I decided that the
dog was probably killed with the fork because I could not see any other wounds in
the dog and I do not think you would stick a garden fork into a dog after it had died
for some other reason, like cancer for example, or a road accident. But I could not be
certain about this.
I went through Mrs Shears' gate, closing it behind me. I walked onto her lawn and
knelt beside the dog. I put my hand on the muzzle of the dog. It was still warm.
The dog was called Wellington. It belonged to Mrs Shears who was our friend. She
lived on the opposite side of the road, two houses to the left.
Wellington was a poodle. Not one of the small poodles that have hairstyles but a big
poodle. It had curly black fur, but when you got close you could see that the skin
underneath the fur was a very pale yellow, like chicken.
People say that you always have to tell the truth. But they do not mean this because
you are not allowed to tell old people that they are old and you are not allowed to
tell people if they smell funny or if a grown-up has made a fart. And you are not
allowed to say, "I don't like you," unless that person has been horrible to you.’ (p.
70)
3.7
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Task 3: Responses to reading the short extracts
Questions
1. Which of the four extracts did you find most interesting to read?
2. What was it about the extract you preferred that got your attention and interest?
3. Each book uses a different writing style. Match the book with the writing style.
a) Which book uses the third person narrator? (see the shaded area below for
an explanation)
b) Which one uses the first person narrator? (see the shaded area below for an
explanation)
The third person narrator:The writer describes what is happening to the
characters by name and may even tell you what they are feeling and thinking,
but the narrator is not part of the story. This technique can bring a whole world
to life and provides a clear, objective view of the events and even characters.
Generally the pronouns used are: 'he, 'she' and 'they'.
The first person narrator: The story is being told by the major character and the
reader has to rely on the main character's version of the events. This means that
you share the story with the main character. It is called the first person style
because the word "I" is used most of the time.
4.
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Now that you have looked at the titles, the covers and two short extracts from
each book, your task is to decide which book to read for Unit 1. Which book
have you decided to study?
Task
4:Identify the book you have decided to study
1. Contact your teacher by phone, email or by post to inform them which book you
will be studying for the work relating to area of study one (Reading and
responding)
About your decision
•
•
•
•
In each of weeks which examine the set books there will be tasks and
information about each one.
Once you decide which book you will be reading, you can ignore the work on
the other text completely.
This means you will have to look for the correct section each week.
To make this easier for you, we have used different shades of paper for each
book.
3.8
Outcome 2
Writing for a
Context
Writing for a context
This area of study focuses on writing skills. This means that you will write for
a range of specific purposes including:
• exploring and explaining ideas relating to coping with change
• creative writing of stories to show your understanding of a concept through
the use of narrative
• presenting a point of view about coping with change.
We will be writing
about ‘coping with
change’ in this
area of study
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Your writing will however be focused on the central idea or context for this
area of study. You will be looking at ideas, texts and movies which will
provide you with a basis for writing about coping with change.
Change is a natural part of life, and everyone faces it at one time or another.
Some people cope with change better than others. In this area of study we will
examine a range of ideas about change.
Task
5 :Writing about someone who has coped well with change
Your short task for Week One is to write a short post for a web page or magazine.
Write a short entry of between 150 and 250 words. The theme for the post is
‘dealing positively with personal change’.
This is called
expository writing –
It explores and
explains things
Identify someone, a friend, family member, famous figure, or historical figure who
you believe has set an excellent example in dealing with the changes they have
faced. Your short entry should:
• Identify the person
• Describe your opinion of them and what you admire
• Describe a period of change that they have had to deal with
• Describe some of the reasons why this may have been difficult
• Explain why you think their achievement in adapting is something you admire.
Here is an example: people have already uploaded their posts so you have
something to base yours on. Jane has picked Nelson Mandela. Her post on him
reads:
3.9
There is nothing
like returning to a
place that
remains
unchanged to find
the ways in which
you yourself have
altered.
Nelson Mandela
'A Long Walk to
Freedom'
Nelson Mandela was an anti-apartheid leader who spent 27 years in jail for
opposing the racist policies of the South African Apartheid government. He
claimed that there was “no alternative to armed and violent resistance". At
the time he was accused of being a communist and charged with high treason
because he refused to obey a ban on making public appearances. The aim of
the charge was to stop him from saying things like: “We, the people of South
Africa, declare for all our country and the world to know: That South Africa
belongs to all who live in it, black and white, and that no government can
justly claim authority unless it is based on the will of the people."
It was a long struggle and 27 years in jail must have been hard. Despite this,
when he was released from jail he gave a speech declaring his “commitment
to peace and reconciliation with the white minority”.
I admire him because he was an inspiration not only for his refusal to accept
injustice but also for the forgiveness and compassion he showed. This is
especially remarkable when you consider how violent the old South African
government had been to his people. His demand that South Africans should
respond to their newly won freedoms with compassion and reconciliation
shows that he is a leader who cared for all people, even his persecutors.
Who should you pick?
You may select anyone who has had to deal with some changes:
• A member of your family coping with the arrival of a new child
• A footballer moving from a playing career to commentating
• A celebrity
Other suggestions
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•
•
•
•
Abraham Lincoln
Adam Goodes
Angelina Jolie Bernie Banton
Bill Gates
• Fred Hollows
• Giles Duley
• Nicky Winmar
• Rosa Parks
• Steve Irwin
• Steven Fry
An American President who made slavery illegal in the USA.
A footballer who confronted racist taunts.
An actress who publicized her preventative mastectomy.
An Australian campaigner against asbestos.
A wealthy man who gave up running Microsoft and is now
philanthropist using his wealth to fight diseases.
A doctor who set up a foundation to treat eye disease.
A photographer who lost both legs in Afghanistan but
returned to inspire victims with similar problems.
He was a footballer who confronted racist taunts.
An African American woman who wouldn't give up her seat
on a bus for a white passenger when told to.
A naturalist and conservationist
A person who has bipolar disorder and tries to manage the
condition without the usual medications
3.10
An example of using persuasive language
In an editorial in the Herald Sun on 6thJune 2013, entitled: “Not the time for
green tax”, the author wrote:
“…the Napthine Government's environmental agency, Sustainability Victoria, is
examining a proposal being championed by the Greens to put a 10 cent slug on all
drinks containers. It would be up to consumers to return their containers to
recycling depots to get their 10cent deposit back.
The Greens' argument is that such a scheme would -encourage Victorians to dispose
of their cans, bottles and cartons responsibly.”
You can read the whole editorial by going to the DECV website or by looking
on page on-line resources for this unit.
Word choices
The author is skilled at the art of influencing community opinions. You may
have noticed that the editor chose to use the words “10 cent slug” at one point
but “10 cent deposit” in another. Why has the author chosen to use the word
'slug'?
The word “slug” is a deliberate choice designed to influence the reader. It is
designed to suggest that that the 10 cents will have a dramatic effect. To ‘slug’
someone is to hit them with something. The word “deposit” is much more
neutral. The purpose of the word choice “slug” is therefore very important. It
is designed to influence the reader. The word "deposits" is, however, used in a
sentence which is not designed to influence the reader.
Writers of editorials, letters and opinion pieces in the media make use of a
wide range of techniques to influence the reader. These techniques are very
important. They add a lot more weight to good arguments and can even make
poor arguments sound more convincing. The word influences the reader by
implying that the action is clearly unfair.
The focus of this area of study is how language is used to persuade
3.11
In this area of study, the focus is on learning about how language choices are
used to support meaning. Our task is to look at how things are being said and
take notice of the way language is playing a role influencing the reader. We
will be looking at:
• What tones are used? Why?
• What language techniques are being used? Why?
• What is the intended effect on the reader of each technique?
We know the words are being chosen deliberately. There are two tasks you
will be expected to deal with in this outcome:
1. Impartial descriptive analysis of language – where you look at pieces
written in a way which is designed to influence the reader.
2. Persuasive writing – where you write opinion pieces, letters and comments
yourself, deliberately making use of persuasive language
To help you gain a better understanding of the sorts of techniques which are
used to persuade and influence, we have included an appendix. You will find it
after week 16 in your course book and in the on-line classroom. It lists a range
of persuasive language techniques, gives an example of each one and briefly
describes some of the possible intended effect on the reader. You will be asked
to use it regularly in both unit 1&2.
Persuasive Writing Task
For this week your task for Outcome 3
is to write a short letter (60 -100
words) and submit it to your teacher.
You can choose whether you wish to
agree or disagree with the idea of
placing a 10c deposit on drink bottles.
Annotate
This means to
write notes
directly onto a
piece of writing
which highlight
particular
information that
you are hoping to
use. You can also
say why the
information is
important. It is like
a reminder.
In your letter you must make use of at
least two specific persuasive language
techniques. In your letteryou must:
(a) use a rhetorical question. A
rhetorical question is one which
does not require an answer. It is
used as a way of influencing the
reader. An example would be:
“Isn’t it about time we took a
strong stand to…"
(b) Use inclusive language. Inclusive
language is the deliberate use of
words like: "we", "us" and "our".
It is chosen to influence the
reader.
(c) You must also annotate your
letter and explain where each
technique is used.
You should look it up now because you will be asked about this technique in the
questions which follow.
3.12
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Task
5:Your letter using two persuasive language techniques
rhetorical question
a question that does not
require an answer
Must we wait for years before this
man leaves office?
And why do we do this? Because we
are fair and honest.
• Encourages the audience to critically
inclusive language
the effective use of 'us'
and 'we' to include,
We all have a role to play.
It is up to us to solve the problem.
• Aims to create a sense of solidarity
• Aims to encourage a sense of being part
consider the issue and perhaps accept
the author’s answer
• Can imply that the answer is obvious
and that anyone who disagrees is foolish
• Can evoke emotional response
of a widely shared view or responsibility
See also: exclusive language
END OF WEEK 1
Task Checklist
For your records, you should tick the tasks you have done and make sure you have included:
❑
Send Task 1:
Examining the titles task
❑
Send Task 2:
Examining the covers task
❑
Send Task 3:
Responses to reading the short extracts
❑
SendTask 4:
Writing about someone who has coped well with change
❑
Send Task 5:
Your letter using two persuasive techniques
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Permission form for work to be included in newsletters
3.13
Navigatingthe texts and challenges
Week 2
3.14
Learning Intentions
This week you will learn to:
•
•
•
Investigate the events and features of the novel you have selected
Investigate some of the features of Asperger's syndrome
Explore some ideasabout personal responses to change
The activities you will complete this week include:
•
Reading the novel you have selected
•
Making notes in your on-line journal
•
Completing a task where you sort events into the correct order
•
Looking at an example of a piece of writing by YumiStynes on an event and
having tomake an important decision.
3.15
Make sure you choose the correct pages
It is very important this week that you look for the coloured pages that are
related to your chosen novel.
For example, in this week, the yellow coloured pages relate to ‘The Ink Bridge’
whilst the white coloured pages indicate tasks about ‘The Curious Incident of the
Dog in the Night-Time’.
This week the tasks include
For The Curious Incident of the Dog in the Night-Timego to the white pages:
•
Getting the events in order
•
The Asperger’s research task and questions
•
Your response to the questions on P2.18
For TheInk Bridgego to the white pages:
•
Getting the events in order
•
Beginning your reading journal
•
Your response to the questions on P2.17
3.16
The Curious Incident of the Dog in the Night-Time
by Mark Haddon
Imagine the world being a very confusing place. Where faces don’t make
sense and are sometimes frightening. And where it is sometimes difficult to
keep control of your anger. And eating different foods on one plate is
impossible. This is the world of Christopher Boone...
Here is an excerpt from the beginning of The Curious Incident of the Dog in
the Night Time so you can find out some more about Christopher:
I went through Mrs Shears' gate, closing it behind me. I walked onto her lawn and
knelt beside the dog. I put my hand on the muzzle of the dog. It was still warm.
The dog was called Wellington. It belonged to Mrs Shears who was our friend. She
lived on the opposite side of the road, two houses to the left.
Wellington was a poodle. Not one of the small poodles that have hairstyles but a
big poodle. It had curly black fur, but when you got close you could see that the skin
underneath the fur was a very pale yellow, like chicken.
I stroked Wellington and wondered who had killed him, and why.
My name is Christopher John Francis Boone. I know all the countries of the
world and their capital cities and every prime number up to 7,057.
Eight years ago, when I first met Siobhan, she showed me this picture
3.17
and I knew that it meant 'sad,' which is what I felt when I found the dead
dog.
Then she showed me this picture and I knew that it meant 'happy', like when
I'm reading about the Apollo space missions, or when I am still awake at 3
am or 4 am in the morning and I can walk up and down the street and
pretend that I am the only person in the whole world.
Then she drew some other pictures
but I was unable to say what these meant.
I got Siobhan to draw lots of these faces and then write down next to them
exactly what they meant. I kept the piece the piece of paper in my pocket
and took it out when I didn't understand what someone was saying. But it
was very difficult to decide which of the diagrams was most like the face
they were making because people's faces move very quickly.
When I told Siobhan that I was doing this, she got out a pencil and another
piece of paper and said it probably made people feel very
3.18
and then she laughed. So I tore the original piece of paper up and threw it
away. And Siobhan apologised. And now if I don't know what someone is
saying I ask them what they mean or I walk away. (p.g. 1-3)
Journal Task 1:The Curious Incident Of The Dog In The Night Time
1. What does the short extract tell you about Christopher?
a) What does he like doing?
b) How does he see the world of human feelings?
c) Which categories of emotion does he understand well?
d) Which categories can’t he deal with?
e) Why don’t the names of faces on paper help him?
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Task 1: Getting the events in order
The following are things described in the first 18 chapters (2-67) Pages 1 to 55. Your
task is to place them in order. You should also make a note of whether the item is:
(a) a quote, (b) an event in the case, (c) an observation about life or (d) about
Christopher.
Order
Item
Type
Christopher says he findspeople confusing
'for two main reasons' and then explains that
he thinks metaphors should be called lies.
Christopher does not like lies because it
makes him think about the infinite things that
did not happen, like a rhinoceros in the room.
Christopher sees 4 red cars in a row and
explains why that meant it was good day and
decided he would try and find out who killed
Wellington.
Christopher punches a policeman.
Christopher makes a plan of Randolph Street
and talks to Mr. Thompson.
Christopher pulls the fork out of the dog
,Wellington.
Siobhan said that I should write something I
wanted to read myself…But I do like murder
mystery novels.
I think prime numbers are like life. They are
Quote P5 (Ch7)
3.19
very logical but you could never work out all
the rules, even if you spent all your time
thinking about them.
Christopher, who always tells the truth, is
given a caution and wants to know if it is like
a certificate he can keep.
Father was sitting on the sofa watching
snooker on the television and drinking
whisky. There were tears coming out of his
eyes.
Christopher knocks on Mrs. Shears' door and
she eventually tells him she will call the
police.
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Task 2: Asperger’s Research Task
Although the novel does not specify Christopher’s disability, it is worth
considering what makes Christopher different.
Go to the following web sites and read about Asperger’s Syndrome, then
answer the following questions.
http://home.vicnet.net.au/~asperger/whatis.htm
1. Make a list of the main characteristics of this condition according to the web
site.
2. Do some research and find the names of three famous people who are
believed to have had Asperger’s Syndrome.
3. List five things that Christopher says he likes.
4. List four things he does not like.
5. Find two quotes where Christopher explains his reasons for two of the
things he does not like.
6. Based on what you have read so far, do you believe Christopher has
Asperger’s Syndrome?
7. Make a list of five characteristics Christopher has, that you believe are
consistent with having Asperger’s syndrome.
Journal Task 2: chapters 71 to 151
Now it is time to read chapters 71 to 151 and make notes in your on-line diary.
Include the following information:
•
•
•
The date
What you read
What you thought about what you read
Finishing the book
You should now spend time completing your reading of the book because you
will need to have finished it before you can do the work for weeks 3,4,5 and 6.
The chart below contains useful information for you to consider when you
write in your reading journal. It will be of enormous help to you when you
come to prepare your extended text response in Weeks 5 and 6.
3.20
Journal Task 3: Making Journal Notes
Make notes in your journal on the following:
Unusual visual features: One of the more unusual features of the book is the use of
visual information. What diagrams and visual information did you notice?
Characters – who are they, what are they trying to sort out, what are their
personality traits? How do they get along? Who are the main characters?
Themes – what are the big ideas that the novel explores?
Unusual features in the novel– what kinds of things does the author do that
makes the novel unusual? Consider the visuals, numbering of pages, use of
dialogue, use of Christopher’s point of view, use of facts and figures, word
choices.
Setting – where does most of the action take place, why is the setting important
for Christopher?
Structure – how would you describe the main plot line or action?
A bit about the author:
Mark Haddon is a British author, who has received awards
for both children’s books and adult novels. After college, he
was employed in several different occupations.
One included working with people with disabilities, and
another included creating illustrations and cartoons for
magazines and newspapers. Haddon worked with autistic
individuals as a young man.
He lived in Boston, Massachusetts, US, for a year with his wife until they moved
back to England. Then, Mark took up painting and selling abstract art.
3.21
Mark had a studio on the ground floor of his house; he thought that it looked like
a primary school library on the inside. This is appropriate, however, considering
that Haddon’s work is a self-proclaimed “distillation of all that was best about
school.”
•
•
End of work on The Curious Incident of the Dog in the Night-Time
Go to the work on Writing for a Context (p2.16)
3.22
The Ink Bridge
The structure of The Ink Bridge
A novel is written in what we might think of as a straightforward way – title page,
acknowledgments, contents page which lists the chapters, the chapters then any
‘extra’ information deemed necessary for the reader to know. Although this may vary
according to authorial intent, and is ultimately decided upon in discussions with the
editor and publisher, it is really important to recognise that this basic structure exists.
Sometimes a novel is subtly structured in such a way as to provide extra information
designed to enrich the reader’s experience. So it is with The Ink Bridge. In addition to
the content of the chapters we are able to glean information from the way the
information is structured and presented to us. This blends with our experience as a
reader, helping us to develop our understanding of the messages within the novel.
The epigraph (a short note) which follows the title page,is an example.
For Emma, Matisse and Callum – children
of immigrants. And for my ancestors
who lived and died on the Badbea cliffs.
And for SardarShinwari
who is still finding his way.
As you can see, an epigraph is a short inscription placed at the beginning of a novel. It
is designed to do two things – dedicate the work to a person or group of people the
important to the author, and to relate in some way to the main message the book
contains.
What does it tell us? It tells us three very important things:
1. The book is dedicated to three children who the author appears to know quite
well and whose parents were immigrants to Australia
2. The author’s ancestors dwelt in Badbea (pronounced: Badbay), which is a
coastal location in Scotland. This fact relates with some poignancy to the second
part of the novel.
3. The author is paying tribute to a person called SardarShinwari, who was
important to the research phase of the book and is clearly still an important
figure to the author.
Keep these three things in mind as you read the novel. Indeed, you might like to
write about the dedication contained in the epigraph in your reading journal, and
explore the epigraphs you find in other books that you have read or are reading.
The Foreword
3.23
The novel opens with a foreword, a short introductory statement which is written by
someone other than the author; in this case the foreword is prepared by the author
writing as Hector Morrow, one of the main characters. The foreword is comprised of
two of Hector’s journal entries written as he travels to Afghanistan to locate and visit
Omed. This section is important as it not only introduces the two main characters, but
also the key theme of communication and the key symbol of the bridge. Here is an
extract from the foreword.
You might like to underline or highlight the references to these key aspects of the text
for future reference, or comment on and explore them in your reading journal.
“Omed had the Buddha’s eyes and a tongue that refused words. His was the
silence of caves; the false peace that descends when a mortar shell rips apart a
building. His was the stillness of bald mountains and long beards and the paths
cleared by the bullets; the quiet of a long-bladed knife.
Did this all start with Omed? Or did it start with me at fifteen, shouting for
answers; words running sour in my mouth, bleeding to whispers in my throat,
evaporating in numbed ears. Those ears: my dad, my invisible friends, teachers
that either didn’t care or cared too much.
It is easy to look back and see all the pieces and the joins between them. The
shards that could one day form this story. The tricky part is getting them all to fir
together. It is like building an arch.
An arch begins with foundations, dug deep into the earth, filled with concrete.
Then, the columns rise side by side, curving in space until they almost touch. They
are cheating gravity and need to be propped. It is then that the most crucial part
is laid. The keystone slots neatly into the curve and spreads the load to the two
columns. It is what links them and holds them in place. Our two stories, built word
by word, rise alone and unstable until the keystone is located and placed to make
them strong.
I am searching for that keystone. Without it I cannot begin to build. It is buried in
cold sand; it is bruised by wind and slivers of ice. I am searching for Omed. I know
if I find him then I find the final stone. Then all this looking back can stop.
I have learned you cannot live in the past and the present in the same time. It
takes too much energy to carry the dead. There is only one path out and that is
forward. Omed knew this, but in the end he was forced back. Maybe that was the
end of him. If this is true, I need to know; because his story and mine are waiting
to be linked.”
3.24
This chart contains really useful information for you to consider when you write in
your reading journal. It will be of enormous help to you when you come to prepare
your response to the extended text response in Weeks 5 and 6.
Characters
Who are they, what are they trying to sort out, what are their personality traits?
How do they get along? Who are the main characters?
Themes
What are the big ideas that the novel explores?
Unusual features in the novel
What kinds of things does the author do that makes the novel unusual?
Setting
Where does most of the action take place, why is the setting important?
Structure
How would you describe the main plot line or action?
3.25
The novel is then divided into three parts:
Part
One
Part
Two
Omed
This part
has five
chapters and
is written in
the third
person. In
these pages
we meet
Omed and
his family,
learn about
the political
and
geographical
environment
in which
they live,
and witness
Omed’s
escape from
Afghanistan
and his
arrival into
Australia.
Hector
This part
has six
chapters. In
these pages
we meet
Hector and
his father,
and the
characters
working at
the candle
factory in
which both
boys work,
and where
they meet.
We are also
introduced
to a key
3.26
landmark
and begin to
discover its
significance
to the story.
This part is
also told in
the third
person.
Part
Three
Across
the
Bridge
Told in first
person
narrative,
this part is
comprised
of five
chapters and
an
afterward.
We join
Hector’s
journey
through
Omed’s
homeland
and discover
the reasons
behind his
decision to
travel there.
The
afterward
references
the image of
the keystone
mentioned
in the
foreword
In each section we also learn of the importance of cultural heritage and of
stories, and of the power of words and communication.
The title pages for each section seem stained or dirty; in fact, they represent a
link to the process of using carbon paper in a typewriter to make copies of the
text being written. It is a very old-fashioned method of writing compared to
the modern word-processing packages now in use, but it is used to reinforce a
3.27
sense of connectedness to the creation of written pieces and to the dedication
of Omed’s father to translating and sharing the written word with his fellow
villagers.
Each chapter is in turn divided into sections using a lower-case letter ‘e’. This
refers once again to the typewritten words created by Omed’s father:
“Omed’s father had been a scribe. He had typed English words for villagers, filling
in forms and writing letters for those with far-off families…His old black
typewriter as missing the letter ‘e’ and the words were chopped in strange places
so that for years Omed would think of English as a language with many gaps…The
gapped words [Omed’s father] would come to later, handwriting ‘e’ after ‘e’ until
the code was complete. Copies he would make with carbon paper, coated on one
side with ink. Omed would often come across his blue fingerprints on teacups or
the corners of a book. In these smudges, he had lived in their home long after he
had died.”
Journal Task 1: Reading Summary
As you read through the novel it is a good idea to keep a summary in your
reading journal of what you have read and also how you have responded to the
content of what you have read. You might find it useful to use the following
format to record your reading in your journal:
•
•
•
SEND
The date
What you read
What you thought about what you read
Task 1: Getting the story straight
The table below contains a list of important events from the novel. Your job is to
place them in order by putting a number from 1-10 in the column on the righthand side. Some clues have been provided to assist you.
Event
from the
novel
Clue
Hec
punches
Splinter.
part
two
Wassim
couldn’t
leap the
streams
part
one,
chapt
er 3
Ord
er
3.28
on the
handle of
a shovel.
Omed
writes
about the
fate of
The
Snake in
Hec’s
journal.
part
three
Hec
walks on
a path
marked
by white
rocks to
visit the
Buddhas.
part
three,
chapt
er 2
Puvari
takes
Omed on
a walk to
the Two
Brothers.
part
one,
chapt
er 3
Rudman
visits the
Morrow
family
home.
part
two,
chapt
er 6
The
fisherma
n shares
the story
of his
family.
part
two
Merrick
Hope
wants
Hec to
think of
somethin
g as ‘an
education
al
Page
161
3.29
experienc
e’.
The Poet
tells
Omed he
has left
him some
money
below his
seat.
part
one,
chapt
er 2
Hec and
his father
whistle
‘Always
look on
the bright
side of
life’.
part
three
Writing for a context = Outcome 2
The article below has some interesting things to say about some key ideas for the
context we are looking at in this unit (Coping with Change). Read it carefully and
look carefully at what she has to say about coping with change.
My days of bludging rides were over
YumiStynes
I had a terrible car crash when I was a teenage
learner driver and it put me off driving for life.
I was turning right at an intersection and didn't
see the approaching car. The crashing sound of
metal and the look of horror on the other driver's
face will stay with me for the rest of my life.
3.30
Luckily, no one was injured, but my self-confidence took a panel-beating and it
was years before I got behind the wheel again.
Soon after, I was a backseat passenger in a car that had a frightful collision with a
police car. The cops were running a red light chasing a baddie. Smash! I flew out
of my seat and landed next to my mother, who was the front passenger, and for a
moment I hallucinated that her legs were mincemeat, and I saw a future of metal
braces, casts and wheelchairs.
I took a proper
look at myself
and said,
"Grow up."
My premonition was wrong, and again, no one was hurt. But I couldn't see any
point in getting my driver's licence since it was obvious that I would end up killing
myself or, worse, somebody else.
Somehow I got through four years of horrendous commuting to a suburban
university without learning to drive. As soon as I was able, I lived my adult life in
the inner city, where walking and public transport were actually viable options.
I never had to be the sober one at a party, I never thought twice about finding a
parking spot and I knew nothing about cars. For seven years I thought my partner
drove a Toyota, when in fact he drove a Holden.
It wasn't until that particular partner and I split up and I found myself alone - a
single mum with two young daughters - that I took a proper look at myself and
said, "Grow up."
My days of bludging rides were over. My days of doing the grocery shopping and
carrying everything home on foot; they were over, too.
I needed to buy family-sized quantities of food, not just what I could lug home
with two hands and a backpack. But most of all, I had to get those kids to and
from school! I needed to be able to drive a car. I couldn't opt out any more.
It felt very grown-up, setting a goal.
My goal was a date: Friday the 13th in two months' time. I would sit for my Ps that
Friday, and I would get my driver's licence and I would be a Fully Competent Mum.
I took driving lessons - just two, because I couldn't afford more. And my beautiful,
patient friends who had been driving me around for 10 years sat in the passenger
seats of their cars and allowed me to terrify them while they coaxed me through
the rules and the rights and wrongs. (It was around this time that I started the
habit of nervously chewing gum every time I drove, and I still keep packets of the
stuff in the glovebox.)
On the day of the test I drove to the RTA in my ex-boyfriend's car, which was
covered in dings. My friend Julie patiently sat reading a book among the chaos
and nerves, ready to drive me home if I failed.
Full of optimism, I'd applied make-up that morning in case they ended up taking
my photo for my licence. I had on lipgloss and eyeliner and took the time to brush
my hair.
A lovely old Polish man took me for my test. I made sure to mention that none of
the dents on my ex's car were my fault (untrue) and that I was a single mum, on
the off-chance that he might feel sorry for me.
We drove a well-worn route near the RTA office, where you can often see learner
drivers hunched over steering wheels in ill-fitting family vehicles.
There's a traffic light I sometimes jog past that I can't look at without
remembering sitting there next to my Polish friend, thankful for the red light,
because every moment we idled there was a moment where I wasn't driving and
couldn't stuff up.
3.31
“I passed.
With that, my
life changed.
After our return to the RTA, I filled in a form and fluttered around Julie, taking
photos and waiting for the good - or bad - news.
I passed. With that, my life changed.
The cool winds of freedom blew over everything. Visiting friends? Yes. Need
groceries? I'll get the car. Play date? Big Day Out festival? Waterslide park? Things
that used to be so hard suddenly became so easy.
When my girls wanted to go camping or fishing, I could take them. And when they
looked at me, I was a Fully Competent Mum, who wasn't helpless, who could Do
Stuff, who could change and adapt to circumstances and wasn't Relying on
Someone Else.
That first day I had my licence, still wearing make-up, I drove by myself to the
hardware store and bought a few things to fix up the house. Taking a moment to
catch my breath as I sat parked in the driver's seat, I pulled out my phone and
took a photo of myself, smiling and swollen with contentment.
That's the photo I still use for my Twitter profile. Me, in the driver's seat, steering.
3.32
SEND
Questions about the article
Read the article and answer the following 4 questions:
1. What things lead Yumi to tell herself that she should “grow up”? (List at least
three things she decided were important enough for her to decide to end her days
of ‘bludging’ rides)
2. Why do you think it was an important decision, in what ways does it symbolize a
stage in becoming “grown up?”
3. Why do you think she says “my life changed” rather than just “I had my licence?”
4. List at least two things you believe are important steps in your life.
Pick things which you think are important enough for you to say: “and with that
my life changed” and briefly explain why.
END OF WEEK 2
Task Checklist
For your records, you should tick the tasks you have done and make sure you
have completed:
For The Curious Incident of the Dog in the Night-Time:
❑
❑
❑
❑
❑
❑
Send Task 1:
Getting the events in order
Send Task 2:
The Asperger’s research task and questions
Send Task 3
Questions about the article by YumiStynes
Journal Task 1:
About Christopher
Journal Task 2:
Progress on reading chapters 71 to 151
Journal Task 3:
Your notes in response to the questions about Character,
Themes, Unusual features, Setting and Structure
❑
Permission form for work to be included in newsletters
OR
For TheInk Bridge:
❑
❑
❑
Send Task 1:
Getting the events in order
Send Task 2:
Questions about the article by YumiStynes
Journal Task 1:
Your summary notes in response to the questions about
Character, Themes, Unusual features, Setting and
Structure
❑
Journal Task 2
Your content summary and responses
3.33
Narrative Elements, Language and
Themes
Week3
3.34
Learning intentions
This week you will learn to:
•
•
•
Develop your understanding of how the narrative elements in novels shape
meaning
Develop your understanding of the use of language in novels
Explore the importance of themes
The activities you will complete this week include:
•
•
•
•
Reading the novel you have selected
Making notes in your on-line journal
Completing a task where you sort events into the correct order
Looking at an example of a piece of writing by YumiStynes on an event and
having to make an important decision.
3.35
The Curious Incident of the Dog in the Night-Time
Narrative elements
The narrative elements of a story are the things which shape the way a story is told.
These elements work both independently and with one another, to produce the
story in its totality. Consider the process of baking a cake. You need a mix of
different ingredients for the cake to be a success. A novel relies also on a number of
‘ingredients’ or parts that contribute different flavours and experiences to the story,
that may in fact enhance the narrative experience for the reader.
Mark Haddon uses the following in his book:
•
•
•
•
•
•
•
•
•
dialogue
graphics/ illustrations
description
action
letters
footnotes
reflection
facts and figures
word choice/ sentence structure
Let’s look at each one:
•
•
•
•
•
•
Narrative element
Example
Dialogue
P102‘What else did
I say Christopher?’
I said, ‘Idon’t know.’
And he said, 'come
on…’
Notes
Christopher recounts discussion in detail in an unemotional way
When the characters use expletives (swear words), Christopher repeats them
because he does not see them as rude.
Swear words are words the other characters use to communicate their
emotional distress.
Christopher mentions them as factual details about what someone has said
not as emotional outbursts.
When Christopher is under stress he does not swear or yell, his head hurts
and he sometimes does 'groaning'.
The things other characters say act as a balance to the highly unemotional
dialogue and thoughts of Christopher. It also creates a sense of realism.
3.36
•
•
•
Narrative element
Example
Repeated use of
conjunctions (such
as "and") to start
sentences
"And I said…”
“And she said…”
“And I said…”
Notes
While people sometimes use the words like "and" when they speak, most
people know that you are not supposed to begin sentences with ‘and’ when
you write. It is a conjunction which should be used to join the first part of a
sentence to the second part. You should not use it at the start because there
is nothing to join it to.
In Christopher's case he probably starts sentences this way because of the
way his mind works. In his mind all events that happen during a story are
connected. He uses “and” to add another item to the list of events he is
writing about. They are part of his list - he likes facts and lists.
He does not understand emotions and how they are based on expectations
and social relationships. Relationships are things you cannot see or work out
the rules for.
Narrative element
Graphics
•
•
•
Example
•
•
Faces p2
Diagrams pps.12, 14, 81, 126,163,
183, 194, 264
Notes
The images of faces in chapter 3 enable the reader to easily see that
Christopher has a limited range of emotions he understands. He understands
only 'happy' or 'sad'
The diagram on page 163 shows us how Christopher uses logic to make a
difficult decision easier. He simply eliminates the ones which are impossible.
When faced with a decision where none of the options is good the diagram
allows him to accept his only possible option.
These form a key part of the narrative and provide us with a better
understanding of Christopher's world
Narrative element
Descriptions and an
unusual eye for
detail
Example
• "Like two very small mice…”
• Like a mirror
• smells of soap and wears brown
shoes with approximately 60 holes in
each of them
3.37
•
•
•
•
•
•
•
Notes
The clever use of similes adds humour. It seems ironic that Christopher can
understand similes ("Like a mirror") but not metaphors
His focus on unusual small details shows us that Christopher picks up strong
visual images of people. He notices things in a factual way only.
They do help him to recall them when he needs to, but there is no mention of
faces or personality. He needs only a few details about each person
Narrative element
Example
Facts and figures
The chapters are
numbered using
prime numbers starting with
2,3,5,7, 11, 13
Notes
Christopher loves prime numbers because they are special and have a set of
logical rules which define them
They reflect a level of certainty. When you look at a new number you can do
a simple test to see if it is prime number or not. Christopher likes the idea
that logical rules can help identify things
Numbers behave in predictable ways. Christopher finds numbers much easier
to understand than people.
They are an important narrative element because they remind us that
Christopher's finds comfort in numbers and mathematics.
Narrative element
Example
Action
P 198 to 201. On
the train.
•
•
•
•
Notes
Often the action is described using long sentences with repeated use of the
word ‘and’
Christopher's memory for details is very strong and so he recalls lots of details
about events and action
His brain collects lots of details because he is not sure which things are
important and which ones are not. (see page 177)
This is why he is much more comfortable in the dark in the airing cupboard or
hiding behind a suitcase and a rucksack on the train. He can concentrate on
logical things like mathematics without distractions.
3.38
Narrative element
•
•
•
Example
Reflection
•
Christopher reflects
on how he sees the
world
•
Notes
Christopher does not make a distinction between the factual information he
collects and his reflections on his own ways of doing things. This is because
both things are real and describe things that actually happened.
His reflections are vital part of how we gain an understanding of Christopher's
world.
Without this important narrative element we would find understanding
Christopher very difficult
Narrative element
•
•
•
•
Example
Digressions
• Christopher begins talking about
maths and Sherlock Holmes in
A digression is a part
chapter 107 of the novel.
of the story that
appears to be
irrelevant at first
Notes
None of these appears to be connected to the story, at first.As we get to
know him better, and the story progresses, we find out that these
‘digressions’ are a vital part of the way he works out problems in his life.
One of the characteristics of Asperger’s syndrome is called a ‘wandering’
mind.
Christopher's mind does appear to wander off the topic but it is part of his
strategy. He recalls everything and one of the features of this type of memory
is that it makes patterns based on stories and puzzles.
The amount of detail actually makes it easier for him to recall events because
they are built into stories. This is the opposite of how most people's memory
works. That is because most people do not have well trained memories.
Narrative element
Distractions
Sometimes
Christopher finds it
necessary to use a
distraction to calm
down. Siobhan
taught him this.
•
•
Christopher explains a joke on
p.177. He then reflects: "And when
I am in a new place…"
P.96 (Ch113) "My memory is like a
film.."
Example
•
Christopher is having trouble
concentrating and starts thinking
about stabbing and hitting
someone (p.258, paragraph 2)
Notes
This is an example of how Asperger’s syndrome can take a mind off into other
places and drift from one focus to another.
In some ways these are similar to digressions. They both involve thinking
3.39
about other things for a while.
It is a narrative element because it reveals when Christopher is feeling
stressed or overwhelmed and how he tries to deal with the problems.
“And when I opened up the paper and read through it I couldn’t think how to
•
answer any of the questions and also I couldn’t breathe properly. And I wanted to
hit somebody or stab them with my Swiss Army knife…
“So I took deep breaths and did cubes of the cardinal numbers as I counted, like
this
“1, 8, 27, 64, 125, 216, 512, 729, 1000, 1331, 1728, 2197, 2744, 2744, 4096, 4913… etc.
“And that made me feel a little calmer.”
1.
STask 1: Use of narrative elements
EGraphics:
Create your own mind map
Na) How does he try to use the piece of paper that Siobhan draws faces on?
Db) Why doesn't it help him? Do people's faces actually show you their true
emotional state?
What does each of the four faces at the bottom of page 2 mean?
d) Is there any chance Christopher could understand any of these faces if he
cannot understand the concept of emotion?
Reflection:Pick an example of a reflection such as: the reflection in Chapter 67
c)
2.
(p45) about strangers, or the one in chapter 113 (p. 96) about memory, or the
reflection from chapter 181 (p.177) about what he does at new places.
a) Explain what the ‘reflection is about
b) What does it reveal about Christopher and his way of thinking?
c) Write a short reflection of your own about yourself and the way you cope
with either strangers, remembering things or new paces
3. Pick one other example of a narrative element from the tables above and explain:
a) Why you think it is important in the book.
b) How it contributes to our understanding of Christopher.
3.40
STask 2: Language features questions
E out the opening sentence.
Write
Create your own mind map
a)N How does it set the scene and/ or draw you into the story?
D to copy the writing style that the author has used in the novel to describe a
Try
1.
2.
friend or someone in your own family. You might like to look at page 4 or 5 in
chapter 7 for some examples of the way in which Christopher describes his own
family.
3. Christopher tells the story in the first person (we see things only from his
perspective), and as a result it is only his viewpoint that we see. In this story we
must rely only upon Christopher’s version of events. When a writer uses this
writing style it is called ‘the first person limited narrator’. With Christopher’s story
the narrator has some specific limitations because of his condition. Most readers
can therefore interpret things and see connections between characters and events
that the narrator cannot.
Locate an example of an event where you can see and understand more than
Christopher is able to.
a)
b)
c)
d)
What page is it on?
What is the event?
What does Christopher believe?
Explain what you are able to see from the events that Christopher cannot.
Themes in the novel
The novel exploresseveral themes:
•
Truth: Christopher dislikes things which are not true. His quest is to find out the
truth. To do so he finds that there are times when he has to avoid telling the
truth.
•
Following the rules: Christopher lives by a strict set of rules about things he does
and does not do. He also knows that he has been told not to investigate. Despite
this he is quite selective about how he interprets what the rules really mean. He
appears to be very inflexible, but he successfully finds a way around the rules
when it suits him to do so.
•
Making difficult decisions: Christopher has to make some difficult decisions. His
father has also made some difficult decisions which he believes are in
Christopher's best interest.
•
Christopher's view of the world: Christopher's observations of the behaviour of
the people he deals with are often very insightful. His observations serve to point
out the peculiarities of many of the things we take for granted. The footnote on
p.60 about telling the truth is an excellent example. His observations about
metaphors are amusing and highlight the rather absurd nature of most of them.
•
The nature of intelligence: In some ways Christopher is very smart. His memory is
excellent as are his use of logic and reasoning and mathematical skills. People
underestimate him and his abilities on several occasions. Despite this, he is both
3.41
empowered by his abilities and trapped by the fact that these are not matched
by social skills. This raises a number of questions about the nature of
intelligence.
•
Logic: The novel is full of small anecdotes about reasoning and decision making
which are both useful and informative.
1.
STask 3: A question on themes
E
Create
own above
mind(or
map
Pick
one ofyour
the themes
identify one of your own) and write a short
N
paragraph about it.
D
a. Which incidents best illustrate the theme?
b. Provide a quote that illustrates the theme well.
c. What can we learn from the book about the theme you have selected?
3.42
The Ink Bridge
Journal Task 1: Examining language
Throughout the novel Neil Grant has included a number of words in Dari(Persian),
which is one of the official languages of Afghanistan. These are carefully placed
within the narrative to connect the two cultures, and to immerse the reader in the
experience of living outside one’s own culture.
It is most likely the expectation of the author that the meanings of these words will
become clear to the reader because of the way in which the words are used – what
we refer to as the context. Some examples of these words are included below in a
table you could reproduce and extend in your reading journal:
Word
Page
Context
badam
3
“eyes like
badam kernels”
chaikhana
14
chay
28
djinns
182
qablipulao
256
“They hid until
dark in the
bombed-out
chaikhana
where
Bollywood
movies were
once played on
an old
television.”
“The Poet
ordered a tiny
pot of chay…”
“Djinns and
wraiths danced
to the ceiling.”
“I am served
qablipulao and a
saucer of gristly
lamb.”
W
ha
t
th
e
w
or
d
m
ea
ns
al
m
on
d
te
a
ho
us
e
te
a
ge
ni
es
A
ty
pe
of
ric
e
di
sh
,
3.43
lik
e
pil
af
The site below can introduce you to other words of Persian origin which are used in
everyday English conversation:
http://www.translationdirectory.com/glossaries/glossary189.htm#D
An image of Afghan tea taken from
www.yelp.com
3.44
Themes to explore in The Ink Bridge
There may well be many themes located within the text and about which it might be
possible to writeand think and discuss. The themes mentioned below are all able to
be linked in some way to the over-arching theme of morality, of right and wrong
behaviour, of behaving in a way which is compassionate and mindful of the effects of
one’s actions on others, of ensuring the needs of others - as well as our own – can be
met. Examining the way people behave throughout this novel, whether via the
stories Arezu tells Hec, such as that of Zohak or Julaluddin and his daughter, or
witnessing the behaviour of Splinter and others at the candle factory, links us to
ideas about all of the themes which follow.
Tolerance and Trust
This theme is important because of the results of people’s intolerance throughout
the novel. Omed’s family is torn apart due to the intolerance of the Taliban, and we
see him witness further intolerance as he attempts to journey to safety in Australia.
His interactions with The Snake, and later, those with Splinter at the candle factory,
reveal how the need to trust someone who holds so much power over aspects of
one’s daily life can challenge one to tolerate behaviours and attitude that one would
normally avoid. For Omed, ‘raised a Muslim and taught tolerance’, this new way of
behaving would have been puzzling.
Hector too experiences a degree of intolerance from those he is supposed to trust. It
is worth noting during your reading how figures of authority in the novel act to
reveal themselves as ultimately trustworthy or untrustworthy, understanding and
compassionate or intolerant and ignorant.
The Big Buddha: http://www.neilgrant.com.au/page7.htm
3.45
Hope
It is possible that this theme occurs ironically in the novel. We are encouraged to
consider the concept of ‘hope’ as being both something to hold dear and strive to
always have. For some though, it is ultimately a tainted state. A better life will not
always befall those who hope and strive to make it so. Many people throughout the
novel act in the hope of improving their lives and the lives of those they hold dear. In
fact, we learn that Omed’s name means ‘hope’ in the Dari language.
The owner of the candle factory at which Omed and Hector both work is called
Merrick Hope. He seems kind and welcoming and to be acting philanthropically in
hiring so many new arrivals and social outsiders. The hope he offers, however, is
ultimately soured as his true purpose is revealed. He is therefore a prime example of
the ironic way in which hope is explored in the text. When Omed leaves Australia
towards the end of the second part, Hector is able to muster hope into action and
travel to Afghanistan in search of him.
Identity
What does it mean to be…? We are identified and labelled by so many different
possible attributes. The followingattributes are all explored in this novel:
•
arriving from a certain country
•
being of a certain race or religion
•
being male or female, father or son or friend or co-worker
•
working in a particular occupation
•
spending time in a particular location.
Written communication versus oral communication
Most of us take the ability to communicate for granted; we can speak directly to
someone, we can verbalise our thoughts, we can ask for help and we can offer to
help others. We can also use non-verbal cues to alert people to our emotions and
attitudes. The two central characters in the novel are unable to communicate
verbally, and both find they are objects of puzzlement, ridicule, frustration or fear as
a result.
Omed is unable to speak after his ordeal at the hands of the Taliban. He
communicates through gestures and facial expressions.Meeting The Poet at the
transition camp reinforces the lessons he learned from his father about the
importance of written language. Omed keeps a journal, which he finally shares with
Hector, and it is in this private place, away from the prying eyes of The Snake, that
he can express his true thoughts and feelings.
Hector’s life has been tainted in a way that has stripped him of the power of speech.
When we meet him, he has chosen not to speak with anyone for ‘ten months, four
days. Not nearly a year. Not even close. I get to decide how long it has been.’ Hector
also keeps a journal at one point in the novel, a travel journal much like that kept by
3.46
Neil Grant as he travelled to research Afghanistan, which is different in purpose to
Omed’s.
As you read the novel it is worth noting the ways in which people – particularly
Omed and Hector – communicate and the reasons why they communicate.
The importance of stories, poetry and song
The many cultural influences found throughout the novel impart a strong sense of
past and present. It is worth noting the many poems told by The Poet, and the
stories shared by Arezu, as these divulge the richness of the Afghani culture and
provide a link to the Afghan creation beliefs. Hector revels in these links as he
journeys to Bamiyan with Arezu in part three of the novel. We learn too of the link
he has to Western pop music via the references to his mother’s love of the pop
group REM. Omed’s bond with The Poet brings him not only the means to fund his
escape from the camp in part one, it allows him to know the beauty of another form
of written communication. Puravi’s stories of his personal life, while only appearing
in a brief section of the novel, are shared with Omed whilst walking, as ‘walking is
good for talking. It is helping the words to spill.’ In this way Omed is shown yet
another bridge, that of the Two Brothers or Petronas Towers in Kuala Lumpur, and
the enduring and comforting relationship they represent.
Image of the Petronas Towers taken from:
http://www.easyvoyage.com/images/attractions/2179/570x360/2735.jpg
3.47
Getting ready for Task 1: Exploring themes found in The Ink
Bridge
Choose two of the themes discussed above. Complete the blank tables which follow
in as much detail as possible. You may need to reproduce the tables by copying and
pasting the table from the Microsoft Word version of these notes. Two to three
quotes should suffice.
It is a good idea to input as much detail as possible into the table as it will help guide
your thinking and planning for the draft of the extended text response graded task in
Week 6.
Example Here is one way to approach the activity:
Theme 1: Hope
I selected this theme because: it is central to the characters'
motivations and actions throughout the novel. Hope is the spur
driving the progress within the novel. It is the basis for Omed’s
decision to leave the detention centre and travel to Melbourne, and
for Hec’s decision to travel to Afghanistan to reconnect with Omed.
Hope is what influences every character, although it is clear that
their motives are not always honourable.
K
e
y
q
u
o
t
a
ti
o
n
s
fr
o
m
P
a
g
e
Why this is important
t
h
e
t
e
x
t
“
Hi
s
fa
2
3
As Omed’s father was a translator and
had also been a scribe, he was able to
understand that words are powerful and
have the potential to impart many
3.48
th
er
h
a
d
b
el
ie
v
e
d
in
w
o
rd
s,
in
th
ei
r
p
o
w
er
t
o
h
e
al
.”
“
T
h
e
y
h
a
v
e
s
uf
fe
re
d
t
o
gi
v
e
feelings and emotional states to the
people who read them. He was able to
bring hope to the people through the
forms and letters he completed for the
people in his village as this gave them
access to things that might have been
outside their reach.
9
5
The Water Mother tells this to Omed in
the detention centre, as he cleans the
sink. These words are important to
Omed as they remind him of the need to
stay hopeful and to make concerted
efforts to achieve his amibitions. They
also serve as a reminder of his guilt – he
must succeed because he has cost the
Water Mother and her children the
opportunity to fulfil their hopes.
3.49
y
o
u
th
is
c
h
a
n
c
e,
d
o
n
o
t
w
a
st
e
it.
”
“
B
ut
h
o
w
c
a
n
y
o
u
c
h
a
n
g
e
a
w
h
ol
e
c
o
u
nt
2
0
3
This exchange between Arezu and Hec is
important because it can be seen to
embody the philosophy of changing the
world one person at a time. Arezu is wise
enough to understand that change must
come at an individual level if it is to take
hold and be successful on a wider scale.
She hopes that she will be able to be a
positive influence in someone’s life and
that this action will be passed on.
3.50
ry
?”
“I
c
a
n’
t.
B
ut
m
a
y
b
e
I
c
a
n
c
h
a
n
g
e
o
n
e
p
er
s
o
n’
s
lif
e.
M
a
y
b
e
th
e
n
it
is
al
l
w
o
3.51
rt
h
w
hi
le
.”
1.
Task 1: Exploring two themes within the novel
S
E
Complete the table which follows in as much detail as possible. Use two of the
N
remaining themes discussed on the previous pages.
D
Theme 1:
I selected this theme because:
K
e
y
q
u
ot
at
io
n
s
fr
o
m
th
e
te
xt
P
a
g
e
Why this is important
3.52
Theme 2:
I selected this theme because:
K
e
y
q
u
ot
at
io
n
s
fr
o
m
th
e
te
xt
P
a
g
e
Why this is important
3.53
Language devices in a sample of text from The Ink Bridge
Taken from part two, chapter 1, pages 120-121:
Morning rattled like a tram down the street. There was a note on the chalkboard.
Fed cat.Home early.
Will talk. Dad.
Hec poured a bowl of muesli and sat crunching it, spitting the raisins and chunks
Use of senses
taste
of pawpaw down to Shaboo who pushed them around with her claws.
There was a knock at the door. That was strange. No one came by these days. The
knock came again, but Hec stayed seated, mouth open, mid crunch. He put his
finger to his top lip to silence Shaboo.
The mail slot clattered open.
‘Hector, you in there?’
Use of senses
smell
Hec caught a whiff of clove oil. His dentist used clove oil in her rinse water, said it
dulled the pain. Rinse and spit.Strings of blood and amalgam on the stainless
steel.Rinse and spit, it will help with the pain.
His English teacher was a big fan of clove oil too. She must have bathed in the
stuff because in period six English, you could hardly smell the whiteboard markers
and the grey tang of old books. Rinse and spit.
‘Hector, I know you’re in there. I talked with your dad and he said you might be
open to returning to class.’
Use of senses
sight
Hec crept to the door and looked at the mail slot. A slash of violent red, teeth
smeared with lipstick.
‘Mr Jarddidn;’t send me if that’s what you’re thinking, although he did tell me to
let you know that you’re required to attend school by law, he just said to remind
you of that.’
Calypso’s eyes appeared at the slot and Hec shrunk behind the jamb. ‘I saw you,
Hector, open up and we can talk. I feel like an idiot.’
You are an idiot.
‘I’m not leaving until you open the door, I want you back in my class, you belong
Use of senses
sounds
there, you were so gooooood and that baobab essay you wrote in Year Nine it
was extra-extraordinary and I mean it, Hector, I do, I’m not just saying that
because Mr Jard told me too; although, he did say to remind you of that and your
Talent. He said Talent, Hec, Talent.’
3.54
Considering she was an English teacher, Calypso was a little shy of punctuation.
She just kept trundling out the words until the class went comatose or the period
ended. It was a fact you started life with so many breaths and when you reached
that number, you died. Simple as that. Well, maybe Calypso was jiggy with the
theory and was planning a breathless charge.
‘You need to start writing again, Hec, it’s important. Words are our chance at
forever.’
Forever?
‘You have so much to say.’ She sucked in a breath. ‘Oh, there you are, that’s
better now we can talk face-to-face, sort of, it would be even better if you just let
me in, Hec. Don’t you dare shut this flap, Hector Morrow, I am warning you as a
teacher, now please don’t shut this flap, Hec…’
With the flap shut, Calypso was just another clove-oil ghost. A whisper from
another world that Hec had left behind, and gladly.
Humour
The extract above contains a fair amount of humour, all at the English teacher’s
expense. We can see Hec’s thoughts about her efforts to communicate with him,
and although we care we are only given snippets of information about her
appearance and behaviour. She smells of clove oil; she wears red lipstick; she speaks
in a prattling manner. We can, however, form a reasonable image in our minds of
her as a person. The author uses specific vocabulary to mock Calypso – trundling,
jiggy, breathless charge.
How does the author create a humorous image of Calypso?
He relies heavily on the senses, notably sight, hearing and smell. The reference to
clove oil seems to draw a comparison between a visit to his dentist and the visit to
his house by Calypso. The clove oil is also symbolic of pain relief, although it is not a
physical pain from which Hec is suffering at this point of the novel.
Run on sentences
are really long and
often contain
several ideas. They
do not use a lot of
punctuation. If you
were to read them
out loud, you’d
have to take a big
breath first!
The author also uses 'run on' sentences and minimal punctuation to indicate the
pattern of Calypso’s speech and the speed at which she speaks. These contrast with
the shorter sentences at the start of the passage which provide some sense of
tension, and the one short sentence Calypso utters which is used for emphasis.
3.55
Omed’s View
The following passage provides us with an insight into Omed’s perspective and his
thoughts. Read the extract carefully and answer the questions which follow.
Omed waved him off and entered the glaring light. It made him dizzy and his head
throbbed from thirst. The sun was high and it nipped the back of his neck as he
skirted the outcrop, climbing over boulders and weaving through patches of
shade.
When he saw the colour, he could not be sure if it was real. Suddenly there was
green where there had only been red earth and blue sky. There were fringes of it
peeking from behind rocks, creeping over the ground. Omed followed it and, as it
became denser, he heard the sound of birds. Small birds, like the singing canaries
in the bazaar. Not the fearful screech of the death hawks.
As he climbed onto a rock, he found himself overlooking a pond. The water was
yellow-green, like the eyes of a cat. The branches of nearby trees pierced its
surface. It was as close to paradise as Omed had known. He crept down and,
sinking to his knees, began to sob; but his body refused to make the tears. The
water was soft and cool on his lips. But it entered him like a knife. Too cold.Too
much. He gagged. Rolled onto his back, clutching his stomach. When he
recovered, he washed his face and his arms and sipped a little more, carefully
letting it ease into his throat.
Once he had water his brain began to work again. He would leave the Snake on
the other side of the rocks. He was old and lazy, he would sleep until death snuck
up on him and rattled his bones. Then he would be rid of him. But what then?
Omed knew the Snake would be his voice when they reached people. It was the
same quandary that had plagued him since the camp in Pakistan. He hated the
Snake, but they needed each other.
And so Omed woke him and led him to the water.
3.56
Task 2: Exploring Omed's view
S
1. E From whose perspective is this passage presented?
2. NOn what senses does the author focus our attention in this extract?
3. DThree other writing techniques the author uses in this passage are
onomatopoeia, idiom, and simile. Find examples of these in the passage, and
explain what the effect is for the reader.
4. Read through the following sentence: “It was the same quandarythat had
plagued him since the camp in Pakistan.”
a. What do the words in bold mean?
b. Find synonyms for these words. Choose one for each word in bold.
Replacethe words in bold with the words you have chosen.
c. You will notice the meaning of the sentence has changed slightly. In what
ways do you think it has changed?
There are a few language terms used in questions3and 4 which might be unfamiliar
to you. The information which follows will be helpful:
•
onomatopoeia is the use of a word which attempts to describe the sound of an
object by imitating it. An example is ‘the buzz of the bee’, or ‘the boom of the
thunder’.
•
anidiom is a saying which does not literally mean what it says. For example, we
say ‘It rained cats and dogs’ to mean that it rained very hard. (We do not really
meanthat cats and dogs fall from the sky).
•
asimile is a phrase which says one thing is similar to another. Similes use the
wording:‘as __________as’ or ‘like’. An example of this is ‘I am as blind as a bat
without my glasses’ or ‘Life is like a box of chocolates, you never know what
you’re going to get.’
•
a synonym is a wordwhich has the same or nearly the same meaning as
another.An example of this is: happy = joyful, elated.
This site has a useful thesaurus tab which will help you with this activity:
http://dictionary.reference.com/
Symbolism and metaphor in The Ink Bridge
A symbol is something that represents, stands for or suggests an idea, belief, action
or entity. Symbolism, therefore, is the attribution of meaning to an object so that it
is able to suggest a deeper meaning. In The Ink Bridge, there are two enduring
symbols: the teardrop pearl presented to Hec by the fisherman, and then to Omed
by Hec, and the bridge.
Pearls traditionally symbolises wisdom, protection and luck. They also symbolise
purity, generosity and integrity. The tear drop pearl can be seen as a way of
connecting Omed and Hec, strengthening and defining their relationship. It also
connect them forever to the Fisherman, as he has shared so many personal
experiences with them.
3.57
The concept of a bridge is both actual and metaphorical – there is an implied
comparison of the bridge to something else. There are many sayings which include
bridges.
Here are just a few:
•
Bridging the gap
•
Don’t burn your bridges
•
We’ll cross that bridge when we
•
Build a bridge and get over it!
•
Water under the bridge
come to it
•
It’s a bad bridge which is shorter
than the stream.
The bridge symbol occurs in many places throughout the novel. It not only
symbolises a literal ability to cross from one side of something to another, it
represents a state of being between two people. Puvari references the Petronas
Towers, known as the Two Brothers. He uses this formation to remind Omed that he
should ‘Remember the bridge, how it is for crossing and reaching. Remember me
when you are far away. Remember my luck and remember yours.’ Arezu and Hec
encounter many bridges during Hec’s journey to Bamiyan to see the Buddhas and
Omed.
The fisherman can be found fishing in the shadow of the West Gate Bridge,
remembering the mates he lost when it partially collapsed on October 15
1970,during construction.
Although Hec’s father is a designer of bridges he is unable to bridge the widening
gap between his son and himself, and instead communicates via a chalkboard on the
refrigerator, ‘the information superhighway for the house’ they share, unable as he
is to even cross the threshold of Hec’s doorway and enter the room to talk with his
son. Finally, the use of ink and the written word creates a bridge of trust between
Omed and Hec, and a bond which surpasses time and geography.
3.58
Bridges in The Ink Bridgecan therefore have the following symbolic links :
•
Familial (relating to family)
•
Professional
•
Cultural (relating to culture)
•
Physical
•
Educational
•
Temporal (relating to time)
•
Built by written communication
•
Experiential (relating to
experience)
•
Emotional
•
Created by verbal
communication
•
Behavioural (relating to behaviour)
•
Symbolic (an item represent
something)
Task3: Building a bridge
S
E
Choose
N from the list of types of bridges we find in the novel and then find examples
ofD
them within the novel. You will place those examples on the bridge images on the
next page. It is exactly like using information from the novel to build a timeline of
events, but we are concentrating on constructing a bridge from examples of
symbols. The first one has been started for you.
1. Select two of the examples of the bridge symbolism provided above. Using the
graphic of a bridge provided for you, find examples of the symbolism within the
novel and place these in order, moving across the bridge from left to right.
Make sure to include the page number with each example you use to label the
bridge.Include the title of the symbolic use in the heading.
2. Then, select one of the completed bridges and write a 500 word discussion of
the way this example of the bridge symbolism is used throughout the novel. Be
sure to include direct textual reference, such as quotations and reference of
specific instances.
3.59
The first bridge I have chosen to build focuses on:written communication.
P
a
g
e
2
2
:
O
m
e
d
’
s
f
a
t
h
e
r
i
s
a
s
c
r
i
b
e
,
u
s
e
s
a
t
y
p
e
w
r
i
t
e
r
.
P
a
g
e
?
?
?
1
6
2
:
O
m
e
d
u
s
e
s
t
h
e
t
y
p
e
w
r
The second bridge I have chosen to build
focuses on:
i
_______________________________.
t
e
r
P
a
g
e
2
4
0
:
H
e
c
w
r
i
t
e
s
i
n
a
j
o
u
r
n
a
l
w
h
i
c
h
a
s
b
e
l
o
n
g
e
d
t
r
a
v
e
l
s
t
o
H
e
c
’
s
h
e
t
o
f
i
n
d
O
m
e
?
3.60
3.61
Journal Task 2: Creating a mind map for The Ink Bridge
In addition to the language task shown on page 9, you should keep a mind map and
develop it as you read through the novel.
It is often a good idea to use a visual method to note down and keep track of the
ideas you will have as you study a text. Using a mind map enables you to clearly
show the major elements within the text. It is also possible to identify any links
between ideas or between elements of ideas.
A basic example of a mind map has been included for you below. It summarises
information on how to create a mind map. Take a moment to look carefully at the
way the information has been presented. You can see there is a central idea – how
to mind map – which has major elements branching from it. These elements in turn
have even more information linking to them. It looks a little like a tree, in fact.
http://static.learningfundamentals.com.au/wp-content/uploads/how_to_mindmap_preview.jpg
3.62
A basic mind map on The Ink Bridge has been created for you. It is your job to add to
it, developing the threads provided. It is presented in the menu for the subject, and
you will see it when you access the course online. You can see that:
•
•
•
•
the central idea is the title of the novel: The Ink Bridge
the major elements have been provided in blue
the threads leading from these major elements have been provided in green
examples of these threads are provided in mustard yellow.
You may choose to recreate it by hand, or to use a computer generated template.
You will notice that the majority of the characters have been provided in the outline,
and that several additions have been made in the other threads. Your task is to add
more elements to those threads. You are also to add information which will develop
those threads.
If you would like to use a computer template to develop your mind map on The Ink
Bridge, below is a link to a website which has a collection of template styles.
http://creately.com/diagram-type/template/grhewfnu2/mindmap-template
The files from this site can be exported as either PDFs or Jpegs. That means that you
can keep both a record of your mind map and send it to your teacher as part of your
journal work for this semester.
END OF WEEK 3
4.63
Task Checklist
For your records, you should tick the boxes you have done and make sure you have
completed:
For The Curious Incident of the Dog in the Night-Time:
❑ Send Task 1:
❑ Send Task 2:
❑ Send Task 3
The Use of narrative elements
Language feature questions
Theme questions
OR
For The Ink Bridge:
❑ Send Task 1:
Examining themes found in The Ink Bridge
❑ Send Task 2:
Exploring Omed's view
❑ Send Task 3:
Building a bridge
❑ Journal Task 1:
Examining language
❑ Journal Task 2:
Creating a mind map for The Ink Bridge
4.64
Exploring characters themes and
events
Week 4
4.65
Learning intentions
This week you will learn to:
• Increase familiarity with the characters, events and themes the events and
features of your chosen the novel
• Develop your skills of creative writing
• Explore some ideas about personal responses to change
The activities you will complete this week include:
• Reading the novel you have selected
• Making notes in your on-line journal
• Completing a task where you sort events into the correct order
• Looking at an example of a piece of writing by YumiStynes on an event and having
to make an important decision.
4.66
The Curious Incident of the Dog in the Night Time
The aim for this week is to get to know the characters and events in depth and
to explore some of the main ideas and themes. The following questions raise
deal with the first part of the murder mystery and the investigation. We will
look at the second half of the book next week.
Characters, events and ideas
S 1: Key questions - chapters 7 to 101
Task
E
Answer the following questions on the events and features of the novel.
N from:http://www.hsc.csu.edu.au/english/standard/close_study/3772/dog.htm
Adapted
D
Chapter 7
1. A humorous and unique aspect of the novel is Christopher’s descriptions of the
different characters. Christopher has his own way of describing people like
Siobhan, (p.5) Mr Jeavons (p5) and Mrs Shears in chapter 5 (p.4).
a) What sorts of details does he choose to report about Mr Jeavons?
b) How do the descriptions of people add humour to the novel?
Chapter 17
2. Although the main story develops in a linear fashion (beginning, middle and end
in the order that things happen), the chapters and sections of the chapters often
digress or move away from this central story.
a) Find an example of a digression in chapter 17
b) How do the digressions in the book help us to understand Christopher’s way
of thinking?
Chapter 17
3. The dialogue between Christopher and others highlights the barriers between
them.
a) What is Christopher thinking about as he is driven to the police station?
b) Why is this surprising and what does this emphasise about Christopher?
Chapter 19
4. Christopher believes that prime numbers are like life: ‘They are very logical but
you could never work out the rules, even if you spent your time thinking about
them’.
a) Do you agree?
b) Why do you think Christopher believes this?
Chapter 29
5. Christopher cannot understand and does not intentionally use metaphors such
as ‘They had a skeleton in the cupboard' or 'We had a real pig of a day'.
a) Look at Christopher's explanation of why he thinks these are lies, then pick
one of the other examples of a metaphor from Christopher's list on p.19
and explain:
1. What the metaphor usually means
2. Why Christopher would say it is a lie.
4.67
Chapter 31
6. This chapter includes a footnote. This is just one of several distinctive features
of this novel.
a) In what type of text are footnotes normally found?
b) Why is it appropriate for Christopher to use them in his story?
c) Why does Christopher not object to the idea of a simile?
Chapter 37
7. Christopher is a complex mixture of opposites. He is logical and often
emotionless but he can also appear to be irrational at times and unable to
control his emotional responses.
a) Why are lies and fiction (stories made up) challenging for him?
Chapter 73
8. This chapter provides us with a clear description of Christopher’s behavioural
problems.
a) What do the footnotes and the list reveal about Christopher and the
effect on his family of his condition?
b) What is the significance of the last sentence?
Chapter 97
9. When Christopher sees 5 red cars in a row he knows he will have a ‘super good
day’ and that something special will happen. Christopher continues his
investigation of the murder despite instructions from his father not to. In this
chapter Christopher uses logic to free himself so that he can justify his decision
to find out more. He shows that it is possible for him to select which rules he
will obey and which ones he will ignore.
a) What is his reasoning in this case? (p72)
b) Is it completely logical in your view or an example of a 'version' of the
truth?
c) What is your response to discovering that Christopher can be quite
selective about which ‘rules’ and ‘truths’ he prefers?
Chapter 101
10. In this chapter Christopher
explains about the Monty
Hall Problem.
a) What comparison does
Christopher make
between the Monty
Hall Problem and life?
b) What is the message
of the Monty Hall
Problem described in
this chapter?
4.68
S 2: Key questions – 107 to 167
Task
E
Answer the following questions on the events and features of the novel.
N from:http://www.hsc.csu.edu.au/english/standard/close_study/3772/dog.htm
Adapted
D
Chapter 107
11. This chapter appears to be a digression (we explored digressions in week 3).
This one isabout Sherlock Holmes and it actually reveals an important part of
Christopher's thinking about the value of the information he has collected in his
investigation.
a) What two lists does he make about the story?
b) Why does Christopher like Sherlock Holmes and how has reading the story
helped Christopher in his thinking processes about his own investigation?
c) In what ways is Christopher's mind like Sherlock Holmes' mind?
Chapter 113
12. Christopher explains why he is so good at remembering things in this chapter.
a) How does he describe his memory?
b) What are the benefits and disadvantages of this type of memory?
Chapter 139
13. Christopher includes ‘The Case of the Cottingley Fairies’. It appears to be
another digression about a story but like 'The Hound of the Baskervilles' in
chapter 107, it also records an important step in solving the curious incident.
Christopher makes two very important observations about this and the
Shepperson article.
a) What observations does Christopher make?
b) How does each one relate to Christopher's investigation?
Chapter 149
14. Christopher displays some very good detecting skills in this chapter.
a) What are two of the skills Christopher displays when he finds the letter
but hears his father coming home?
b) What conclusionsdoes Christopher draw from what he discovers?
Chapter 157
15. A large section of this chapter is devoted to Christopher’s mother’s letters.
a) How does Christopher respond to the discovery of the letters and their
contents?
b) Why does the author choose to include so many of them?
c) What do we learn about Judy Boone and her relationship with her son?
d) Why did Christopher’s father hide the truth about Christopher’s
mother?
Chapter 167
16. This is the chapter where we discover who killed the dog.
a) Who killed Wellington and why?
b) What does this tell us about human relationships?
4.69
Journal task
This is an important task for you to do in your journal. It will be a useful
resource for your essay writing. (You should think of your journal as an 'idea
bank' where you can record and develop your thoughts in an informal way.)
This task looks at the whether 'The Curious Incident of The Dog in The NightTime' is actually a murder mystery novel.
“This is a murder mystery novel.” (Chapter 7)
At the beginning of Chapter 7 Christopher tells us that ‘This is a murder
mystery novel.’Your aim in this journal task is to ask if Christopher's story
does have all or most of the essential elements of a good murder mystery
novel. Murder mystery novelsare a genre. A genre is a term we use to describe
a story which has a specific set of features and characteristics which make it
recognisable as belonging to a long established style.
The following is a list of the features which are often said to be the essential
features of the murder mystery genre
Murder Mystery Conventions
Murder mysteries have the following components:
•
•
•
•
•
•
•
•
A slightly unusual but truthful, intelligent and possibly isolated main character
(protagonist)
A crime, usually a murder
A suspect/ villain
Clues and red herrings (see p. 91)
Exposure of the main character to danger, challenges, confrontation and
conflict
A resolution/ the suggestion that order has been returned to the world
A moral/ message
A setting of moral decay, the challenges of difficult situations or problems
D Journal Task 1: Writing about the murder mystery genre
o
N
o
t
1. Write a response to at least two items from the list above in any form you
like, giving your opinion about whether 'The Curious Incident of The Dog in
The Night-Time' has all the key features of a murder mystery novel.
2. Make sure you mention examples to support your views about which
features of a murder mystery novel that 'The Curious Incident of The Dog in
The Night-Time' does or does not have.
S A reminder about additional tasks.There is an additional task for all students
e after the work on ‘Ink Bridge’(Task 3)
n
d
4.70
Ink Bridge
Characters to explore in The Ink Bridge
The characters in The Ink Bridge are richly drawn and present us with faces for
the various themes.
Neil Grant has stated that his favourite character to write was Puravi, and that
Omed was the most challenging, and yet also the most exciting. The character
of Puravi is intended as an homageto the compassion and beauty ‘many great
Indians’, whom the author has met during his many visits to India.
Puravirepresents the author’s familial ties to that country. He is ‘kind, funny
and has a complicated life’.
Omed was the hardest character because initially he was written in first person
– his part of the story was being told through his eyes and using his ‘voice’.
Using the first person when writing about a character can invite a sense of
being too close to the character, and this can sometimes foster an
uncomfortable relationship between author and character. Neil Grant has stated
that because he was writing about a character from outside his own culture,
and wanted to be able to get as much right as possible, he needed to distance
himself from Omed. For this reason he altered writing about Omed to third
person, inviting a sense of observation, and created further distance by having
Hec write about him in part 3 of the novel.
Perhaps the most irritating character would be that of Splinter. Splinter works
at the Hope Candle Works and seems to be Merrick Hope’s foreman. Splinter
appears to be intolerant to the point of xenophobic, and wastes no time
blaming ‘them’ for all the problems he encounters during a typical day at
work. His diatribe during the second chapter of part two fills Hec with the
certainty that he is dangerous. Splinter's loyalty to his employer has an
unfortunate end.
STask 1: Character chart activity
E
yourover
own
map
1. Create
Use the chart
themind
page to
keep track of important characters in the novel.
N
2. First include a brief physical description and a detailed account of each
D
character’s personality.
3. Then locate and add quotes which demonstrate the traits listed in your
description.
a. You may need to reproduce the table by copying and pasting the table from
the Microsoft Word version of these notes. It is a good idea to input as much
detail as possible into the table as it will help guide your thinking and
planning for the draft of the extended text response graded task in Week 6.
4.71
Character
OmedNoori
The Snake
Hector
Morrow
Hector’s
father
Merrick
Hope
Splinter
Puravi
Arezu
Hal and
Minnie
The
fisherman
Description
Key Quotes
4.72
Women in The Ink Bridge
Women play a huge part in the novel, although we only have what amounts to
fleeting contact with each of them. It is important, however, to understand the
relevance of the characters, and to explore the way each one is represented in
the novel.
STask 2: Women in The Ink Bridge table
E
Create your own mind map
Reread
N the sections of the novel in which these female characters appear, and
complete
the table which follows:
D
•
Omed’s mother (part one)
•
Leyli, Omed’s sister (part three chapter three)
•
Hec’s mother (throughout)
•
Arezu, Hec’s tour guide (part three)
•
Shahmamma (parts one and three)
4.73
Ar
ez
Om
Name
ed’
of the
s
woma
mo
n
the
r
Ley
u,
li,
He
H
Om
c’s
ec
ed’
mo
’s
s
the
to
sist
r
ur
er
gu
id
e
Descrip
tion
Family
situatio
n
Her
place
within
the
Shahma
mma
4.74
commu
nity
Relatio
nship
to
main
charact
ers
What
work
does/di
d she
do?
What
does
the
future
hold?
5/6.75
Writing for a context
You will recall that in the introduction to this unit it was explained that
Outcome 2 was about some big ideas.
The second area of study focuses on your writing skills. It is the area of study
where you are asked to be the author. It aims to help you to improve your
skills at writing for different types of purposes. This means that the writing you
will do will have specific purposes.
• You will write:Articles to explore and explain ideas (expository)
• Creative and imaginative stories (creative)
• Articles and letters to designed to influence readers (argumentative)
This area of study has a specific topic that it will focus on: ‘Coping with
change’. In VCE this is sometimes called the context. It means that all of the
work you will do for this area of study will have a connection with the ideas
associated with coping with change. It is a big topic and an important one.
The aim for this outcome is to provide context for your writing. Outcome Two
writing tasks can be found in weeks 1, 2, 4, 8, 9,10, 11 and 12. The tasks will
include:
•
•
•
Expository writing
Creative writing
Opinion pieces written with the intention of persuading an audience
This week we will be looking at some creative writing
STask 3 : Your Letter Writing Task
E
Createwith
yourchange
own mind
map
Coping
– a creative
piece
N
Imagine that it is five years from now (2019).You are five years older and you
D
are able to write a letter to your present day self. Imagine that you are five
years older than you are now. A lot will probably have happened. What might
your life be like? Imagine that some of your plans and dreams have worked
out, but some may have changed and others may not have worked out. The
most important part of this task is to ask: “What advice would you give
yourself?” There are several books where people have written letters to
themselves. Excerpts from one of the best known can be found
athttp://www.dearme.org/
5/6.76
Take the time to read some of these letters from celebrities.
James Belushi wrote:
Dear Sixteen-Year-Old Jimmy,
I know you're sitting in County Jail right now for the next three days because
Judge Nolan was sick of seeing you in Juvenile Court. You're feeling alone (with
creepy people staring at you), hopeless, worthless and bitter over ·something you
didn't do" ... but we both know you did it, Jimmy.
And …everybody will know you exist after you play LutherBillis in your high
school production of South Pacific. That will begin your turnaround. You won't
have to get in trouble any more to get attention-and you will finally get the
positive attention that you so desperately need….
Hugh Jackman wrote:
I will tell you a few things thatmay help you on the way. I don't want to spoil any
surprises for you, so some of this may sound a little vague.
Things are going to be different from how you imagine them. I know you don't
have a clear Idea of what you are going to do with your life, and I know that drives
you a little crazy ... particularly as you get asked about it every other day of your
life. But when you are asked just smile and say "no idea ... but when Ido know I'll
get back to you".
Truth be told much of what is going to happen will surprise the pants off you ...
You will notice how each letter offers positive advice, and provides hints
about taking up opportunities. You should make sure you do the same.
5/6.77
Task Checklist
For your records, you should tick the tasks you have done and make sure you
have completed:
For The Curious Incident of the Dog in the Night-Time:
❑
❑
❑
❑
Send Task 1:
Key questions – 7 to 101
Send Task 2:
Key questions 107 to 167
Send Task 3:
Your letter writing task
Journal Task 1:
Murder Mystery Genre writing
OR
For Ink Bridge:
❑
❑
❑
Send Task 1:
Character chart Getting the events in order
Send Task 2:
Women in ‘The Ink Bridge’ table
Send Task 3:
Your letter writing task
END OF WEEK 4
5/6.78
Reading and Responding
Weeks 5 and 6
5/6.79
Learning intentions
This week you will learn to:
• Develop your skills in writing an expository response to a question about the
novel you have chosen
• Increase your knowledge of the narrative features used by an author to construct
meaning
The activities you will complete this week include:
For The Curious Case of the Dog in the Night-time go to the white pages
•
•
•
A mind map
Key questions
Essay draft
OR
For The Ink Bridge go to the yellow pages
•
•
•
Use the interact...