English,Literature: Essays, Analytics, reading, comprehension

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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. SEND 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. SEND 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 SEND 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. SEND 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 SEND 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 • • • • • 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 SEND 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 ❑ 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? SEND 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. SEND 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...
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