About Margaret

Qualified English Teacher, BA/BT UNE, Registered with VIT, located in Berwick Victoria 3806. Contact 0418 440 277, email contact@englishtutorlessons.com.au

The White Tiger by Aravind Adiga Quotes Linked to Themes

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Themes in The White Tiger

Themes overlap = education / self made man / self improvement / morality / Indian society / family / social breakdown / self interest / corruption / power dynamics / contrasts

Chapter 1            1st Night

Theme                  education / self improvement

“I am self taught entrepreneur”

Theme                  self made man / education / self improvement

“The story of my upbringing is the story of how a half-baked fellow is produced. But pay attention, Mr. Premier! Fully formed fellows, after twelve years of school and three years of university, wear nice suits, join companies, and take orders from other men for the rest of their lives. Entrepreneurs are made from half-baked clay.”

Theme                  self made man / education / morality / Indian society

“You, young man, are an intelligent, honest, vivacious fellow in this crowd of thugs and idiots. In any jungle, what is the rarest of animals—the creature that comes along only once in a generation?” “The white tiger”.  “That’s what you are, in this jungle.”

Theme                  education / morality / Indian society

“They remain slaves because they can’t see what is beautiful in this world.”

Chapter 2            2nd Night

Theme                  family

“You know how close they are to their families in the Darkness”

Theme                  self made man / education / self improvement

“That’s the one good thing I’ll say for myself, I’ve always been a big believer in education – especially my own”.

“Many of my best ideas are, in fact, borrowed from my ex-employer or his brother or someone else whom I was driving about. (I confess, Mr. Premier: I am not an original thinker—but I am an original listener.)

Theme                  social breakdown / self interest / corruption

“Stories of rottenness and corruption are always the best stories, aren’t they?”

Theme                  social breakdown / self interest / corruption / morality / Indian society

“See, this country, in its days of greatness, when it was the richest nation on earth, was like a zoo… the day the British left—the cages had been let open; and the animals had attacked and ripped each other apart and jungle law replaced zoo law.”

Theme                  social breakdown / self interest / corruption / morality / Indian society

“To sum up—in the old days there were one thousand castes and destinies in India. These days, there are just two castes: Men with Big Bellies, and Men with Small Bellies. And only two destinies: eat—or get eaten up.”

Theme                  self made man/ education

“I absorbed everything—that’s the amazing thing about entrepreneurs. We are like sponges—we absorb and grow.”

Theme                  morality / Indian society

“The Devil, according to the Muslims, was once God’s sidekick, until he fought with Him and went freelance.”

Theme                  power dynamics

“Is there any hatred on earth like the hatred of the number two servant for the number one?”

Chapter 3            4th Morning

Theme                  corruption / self interest / power dynamics

“Now the Great Socialist had been the boss of the Darkness for a decade at the time of this election.  … he was dirty from the start, but he had just fooled everyone and only now did we see him for what he was”.

Chapter 4            4th Night

Theme                  contrasts

“The capital of our glorious nation … The showcase of the republic.  That’s what they call it … the truth is that Delhi is a crazy city”

Theme                  social breakdown / self interest / corruption / morality / Indian society

“We’re driving past Ghandi, after just having given a bribe to a minister. It’s a fucking joke ,isn’t it.”

“The judges? … they are in the racket too.  They take their bribe, they ignore the discrepancies in the case.  And life goes on”.

Theme                  social breakdown / self interest / corruption / family

“We were like two separate cities—inside and outside the dark egg. I knew I was in the right city. But my father, if he were alive, would be sitting on that pavement… So I was in some way out of the car too, even while I was driving it.”

Theme                  family

“You’re part of the family Balram”.

Chapter 5            5th Night

Theme                  power dynamics

“Do we loath our masters behind a facade of love – or do we love them behind a facade of loathing?”

Theme                  social breakdown / self interest / corruption

“The greatest thing to come out of this country… is the Rooster Coop. The roosters in the coop smell the blood from above. They see the organs of their brothers…They know they’re next. Yet they do not rebel. They do not try to get out of the coop. The very same thing is done with human beings in this country.”

Theme                  social breakdown / self interest / corruption / morality / Indian society

“… But where my genuine concern for him ended and where my self-interest began, I could not tell: no servant can ever tell what the motives of his heart are… We are made mysteries to ourselves by the Rooster Coop we are locked in.”

Theme                  social breakdown / self interest / corruption / morality / Indian society

“The Rooster Coop was doing its work. Servants have to keep other servants from becoming innovators, experimenters, or entrepreneurs. Yes, that’s the sad truth, Mr. Premier. The coop is guarded from the inside.”

Theme                  family

“   the pride and glory of our nation, the repository of all our love and sacrifice … the Indian family, is the reason we are trapped and tied to the coop”.

“…without family, a man is nothing”.

Chapter 6            6th Morning

Theme                  social breakdown / self interest / corruption / morality / Indian society

“The rest of today’s narrative will deal mainly with the sorrowful tale of how I was corrupted from a sweet, innocent village fool into a citified fellow full of debauchery, depravity and wickedness, All these changes happened in me because they happened first in Mr. Ashok.”

Chapter 7            6th Night

Theme                  contrasts

“The dreams of the rich, and the dreams of the poor – they never overlap, do they?”

“Enough to feed a whole family, or one rich man”

Theme                  education / self improvement

“The moment you recognise what is beautiful in this world, you stop being a slave”.

Theme                  social breakdown / self interest / corruption

“The city knew my secret… Even the road—the smooth, polished road of Delhi that is the finest in all of India—knew my secret.”

Theme                  education / morality / Indian society

“You were looking for the key for years/ But the door was always open!”

Theme                  morality / Indian society

“Let animals live like animals; let humans live like humans. That’s my whole philosophy in a sentence.”

Theme                  social breakdown / self interest / corruption / morality / Indian society

“We went from bank to bank, and the weight of the red bag grew. I felt its pressure increase on my lower back—as if I were taking Mr. Ashok and his bag not in a car, but the way my father would take a customer and his bag—in a rickshaw.”

Chapter 8            7th Night

Theme                  self made man/ education

“Now, despite my amazing success story, I don’t want to lose contact with the place where I got my real education in life. The road and the pavement.”

Theme                  social breakdown / self interest / corruption / morality / Indian society

“The city has its share of thugs and politicians. It’s just that here, if a man wants to be good, he can be good. In Laxmangarh, he doesn’t even have this choice. This is the difference between this India and that India; the choice.”

“… the worst kind of man … nothing in his mind but taking money from everyone who came to his office.  Scum”.

Theme                  social breakdown / self interest / corruption

“There is no end to things in India, Mr. Jiabao, as Mr. Ashok so correctly used to say. You’ll have to keep paying and paying the fuckers. But I complain about the police the way the rich complain; not the way the poor complain.”

Theme                  self made man / social breakdown / self interest / corruption / morality / Indian society

“Yet…even if they throw me in jail…I’ll say it was all worthwhile to know, just for a day, just for an hours, just for a minute, what it means not to be a servant. I think I am ready to have children, Mr. Premier.”

Theme                  self made man / education

“People in this country are still waiting for the war of their freedom to come from somewhere else…That will never happen. Every man must make his own Benaras. The book of your revolution sits in the pit of your belly, young Indian. Crap it out, and read.”

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Analysis of Quotes I for Isobel for AOS1 Reading & Creating Texts

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Quotes below can be used as evidence in analytical essay interpretation of I For Isobel

Chapter & Page #

Quote

Analysis

1 – p.1 “No birthday presents this year!” May Callaghan.  The significance of this statement in the second line of chapter 1 is to show from the very beginning of the novel how dominant May Callaghan is and the extent of her vindictive power and control she wields over Isobel.  The abuse of Isobel is integral to understanding her struggle as an alienated artist figure.
1 – p.7 “Birthdays, injustices, parents all vanished”. Isobel as narrator.  When Isobel reads Arthur Conan Doyle’s The Adventures of Sherlock Holmes she reads to affect an imaginary escape from reality.  The promise of pleasure offered by books counters the unhappiness and deprivations of family life.  The world in her books does not contain personal hardship.
1 – p.15 “It was a present for a real girl”. Isobel as narrator.  Mr Mansell gives Isobel a brooch for her birthday even though she receives no presents from her own parents.  The present represents something a normal, caring parent would give to a child.  At the time Isobel does not completely grasp how different her mother is from other more nurturing mothers.  The emphasis on “real girl” suggests that Isobel does not fit the social requirements of the era due to her parent’s abuse.
1 – p.17 “In one way or another, she would be wearing it all her life”. Isobel as narrator.  Two interpretations of the brooch’s significance.  Firstly, May Callaghan’s reaction to Mr Mansell’s gift of the brooch becomes for Isobel an important awakening.  Even after May slaps Isobel she does not take the brooch which Isobel realises that there are things her mother cannot do.  The brooch is the first step towards her possession of self and power a tiny triumph over her mother.  Secondly, that the brooch is a metaphor for the effects of May Callaghan’s abuse on Isobel’s life.  The long term effects of the abuse are detrimental to Isobel’s whole life.
2 – p.20 “Half the time you don’t know what you’re talking about”. May Callaghan.  Her insistent scepticism about Isobel telling the truth leads Isobel to doubt her own mind.  The constant doubt in turn affects Isobel’s tone of voice.  The complex relationship between what is said and the way it is said is central to many of Isobel’s challenges and dilemmas.  Isobel is constantly trying to decipher what is said in order to grasp the underlying truth.
2 – p.23 “There was no living without the moments”. Isobel as narrator.  Isobel’s vivid imagination serves as a powerful survival tool throughout her traumatic childhood and subsequent tumultuous transition into adulthood.  The imaginary friends in Isobel’s ‘moments’ and the books she reads sustains her each night in bed from the reality of the restrictions and conflicts of her daily life.  In fact she is more at ease with her imaginary friends than the flesh and blood people she meets.
3 – p.34 “… the state of grace”. Isobel as narrator.  The ‘state of grace’ is an inner, psychological state that Isobel experiences throughout this chapter.  She aspires to a condition of saint-like tranquillity refusing to be upset by any emotional disturbance and anger of her mother.  May Callaghan wants Isobel to scream but keeping silent is more torture for May as she is powerless.  What ends the ‘state of grace’ is the ripping of the hand-me-down dress.  This is a low point in Isobel’s well being.
3 – p.35 “Then she saw that her mother’s anger was a live animal tormenting her”. Isobel as narrator.  The emotional abuse and power of May Callaghan’s rage was an inner psychotic mental illness that took joy in abusing Isobel.  When Isobel sat silently not reacting her mother is deprived the thrill of the power over Isobel.
4 – p.83 “Isobel, as she listened, tried on each life to see how it would suit her”. Isobel as narrator.  After May Callaghan’s death and Isobel moves into Mrs Bower’s boarding house where she feels happy at her independence which might lead to greater self acceptance of herself.  She even considers taking on a new name and personality, someone poised serene and quietly self-confident traits obviously in direct contrast to her real personality.  At this point Isobel searches for a sense of identity by aspiring to be like other people.  However, as she thinks about other people’s lives in terms of her own uncertain identity she finds that their lives do not suit her at all.
4 – p.120 “Isobel had an idiot in the attic”. Isobel as narrator.  Isobel now perceives herself to have a kind of split personality to have an idiot in the attic or in type of mad reality in her mind.  This suggests that Isobel is at the mercy of irrational forces within herself that threaten her.  Isobel resists the instincts of the idiot and helps Madge move out of the boarding house.
5 – p.165 “And for those who hear nothing, the dead in life, her mother and Diana – you could shed a tear for them too”. Isobel as narrator.  Isobel realises that the person in her life most like Diana is her own mother, since they both resemble corpses in their rejection of life’s changes.  In contrast Isobel is determined to experience change and in leaving Mrs Bowers boarding house she starts on her journey of self discovery and is somewhat reconciled with the ghosts of her past.
5 – p.166 “… she had discovered a small authentic piece of her lost self”. Isobel as narrator.  Isobel’s memory of the sewing class is painful but she follows her own wishes rediscovering her pleasure in embroidery by discovering a piece of her lost self.  Isobel needs to revisit the key settings of her childhood to discover the real truth about who she is.
5 – p.177 “Artesian tears rising from the centre of the earth”. Isobel as narrator.  Once Isobel realises that the anxiety her parent’s caused her over the cat poem were totally false the cruelty of their deception strikes her emotions and her tears are able to finally flow.
5 – p.177 “I am a writer”. Isobel as narrator.  Once her tears are released Isobel gains a new sense of her own identity as a writer.  For Isobel an important point about writing is that compared to relationships or love, is that writing can be performed in solitude and the writing is her true self.  In order to make the self belief and identity real and tangible she buys an exercise book from the corner store to start her writing.
5 – p.181 “I met someone”. Isobel as narrator.  The last sentence of the novel signals an end to the internal tensions and divisions that characterise Isobel’s personality for so much of the novel.  The person she has ‘met’ is her own self and her joyful feeling is due to at last attaining a sense of unity and purpose.

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Creative Essay on ‘The Boat’ short story in Island by Alistair MacLeod

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Creative Essay on ‘The Boat’ from Island by Alistair MacLeod for Year 12 English on the old VCE Curriculum prior to 2024

Creative Prompt:

Years later, one of the daughters has to tell her daughter about her childhood, the role of the island and why she eventually left Cape Breton.  Refer back to the story in Island ‘The Boat’.

Research:

  • Scottish Gaelic names for father = dadaidh formal, dadai = dad or daddy
  • Scottish Gaelic names for mother = mathair
  • Scottish Gaelic girls names = Ainslie, Fiona, Alana, Annis, Morag, Catriona
  • Scottish Gaelic name for island = Innis

Creative Story Based Around ‘The Boat’ Short Story

Looking through my kitchen window over the Cape Cod seashore I heard the sharp laughter of a gull.  The moment was broken as my 15 year old daughter Alana called out “Hey ma, I have to do a literature assignment on our family’s ancestry which is due Friday can you help me with it?”  This middle daughter was just like me and her grandfather.  We all loved literature and reading.  Yet she was tall, willowy with fine facial features set off by long dark hair tinged a reddish copper colour, energetic and beautiful like her grandmother.  “Sure” I called back to Alana as she lopped into the kitchen with her notebook and pen; “What do you want to know?”  “I need information about where you came from, you know ma, the traditional stuff you never talk about”.  I looked at her striking face and my mind wandered back to an old-fashioned kitchen with a wood and coal burning stove next to a heavy table, around it stood five wooden homemade chairs.  Alana said “For instance ma why did you give the three of us girls a weird middle name like ‘Innis’, what does it mean?”

“Innis is Scottish Gaelic for island” I told Alana.  “I wanted to link you and your sisters like a chain of tradition back to my home land of Cape Breton.  It was my way of retaining the custom of someone of the sea like my mother’s people”.  Was that my real reason for calling the girls ‘Innis’ I wondered?  My five sisters and brother Callum were all born at Cape Breton but my three girls Fiona, Alana and Catriona were born at Harwich Port Massachusetts.  Looking over the Cape Cod seashore and the Atlantic Coast, Harwich Port is 848 miles from the bitter windswept island of Cape Breton.  No one at Harwich Port had to carve out an existence as a fisherman or give up their dreams to sustain a family of seven children.  Not like my old father who yearned for a life taken from the imaginative stories in his books away from the sea.

As children we called our father by the Gaelic ‘dadai’ an informal way of speaking to him while he was in his room lying on his bed smoking his handmade cigarettes.  His ashtray overflowed with tobacco shreds and ash as my sisters, one by one, sat on his bed or in a single chair reading his stack of paperbacks.  No one called our mother anything but the more formal ‘mathair’ because we were all scared of her as she would look at us with her dark and fearless eyes.  ‘Mathair’ never thought reading trashy books would help anyone in life.  I remember clearly she slapped my sister so hard she left the print of her hand upon my sister’s cheek just because Fiona was reading one of ‘dadai’s’ paperbacks.  We all knew it was difficult to defy our ‘mathair’ but the call of reading books outweighed our restlessness and we lost interest in darning socks and baking bread.

“So who are your mother’s people of the sea then?” Alana asked me.  I explained the ancestry story as clearly as I could; “The Cape Breton Islanders were mostly families from the Highlands in Scotland who were forced to leave their homes in the 1800’s.  ‘Mathair’s’ family were all inshore fisherman sailing Cape Island boats in search of lobsters, mackerel, cod, haddock and hake.  Her brothers all had large families to sustain.  In fact my uncle Bryce had thirteen children to support while he worked with my ‘dadai’ on our boat the Jenny Lynn”.

Alana was intrigued and followed up with a question about what the people of the sea were like and the importance of the ‘boat’.  As I told her about the boats racing out to sea with their traps I could see in my mind uncle Bryce tall and dark like ‘mathair’, standing at the tiller guiding the boat between the floating pans of ice and my ‘dadai’ in the stern with his hands upon the ropes that lashed the cargo to the deck.  I remember watching from the kitchen window of our old house that faced the sea, while my ‘dadai’ was away fishing in the boat.  We were always working on repairing clothes, preparing food or just looking for the return of the boat.  When ‘dadai’ returned home the first question my ‘mathair’ would ask was “Well, how did things go in the boat today?”

Alana stretched out her long legs and stood up with a yawn and said “OK I know about dad’s family history settling in Boston from 1630, but why did you choose to leave Cape Breton for Harwich Port?”  How do you explain to your own daughter that restlessness that you get at 15 looking for a life elsewhere and the imaginative world that books inspire?  Each of my five sisters felt the need for change from raising hens to growing vegetables.  When the Sea Food Restaurant opened it catered to tourists that flooded the island during July and August.  I got a job as a waitress and met people who were not classified as “our people” according to ‘mathair’, but they were fun, carefree and well educated.  Sometimes my sisters and I would stay out late on hot summer nights and try to dodge ‘mathair’s’ questions about who we were associating with.  ‘Dadai’ understood as we talked softly to him late at night about our ambitions beyond the island while the music of his radio floated up the stairs.

I cleared my throat and said to Alana “Then one day your father and his family came to Cape Breton for a summer holiday.  I was swept off my feet by your father’s brilliant smile and his welcoming family.  I didn’t care that ‘mathair’ believed he was not one of ‘her people’ or that she couldn’t understand I wanted a life outside of ‘the sea’ at Cape Breton”.  “Wow ma that’s why we never see our grandmother but what happened to your ‘dadai’? Alana asked me.

It was long after I left Cape Breton and settled in Harwich Port with my husband and three young daughters when I received a call from Callum to say that ‘dadai’ had drowned at sea.  It seemed nonsensical that my father and my uncles who were all experienced fisherman sailing the Atlantic waters could not swim a stroke.  The news of my father’s drowning devastated all of us.  It left Callum with a terrible choice whether to continue the seafaring tradition of ‘mathair’s’ family or leave Cape Breton for his own dream of becoming a university professor.  In the end the Jenny Lynn left my mother with bitterness that neither her husband nor her son was able to sustain the fisherman’s life.

Answering Alana as best I could I just said “My father drowned at sea during a violent storm when he was fishing with Uncle Callum.  The towering waves hit him as he stood in the stern of the Jenny Lynn and he went overboard”.  As Alana hugged me I did not tell her the details of how my father’s body was found at the base of rock-strewn cliffs where he had been hurled and slammed many times so there was not much left of him physically but for the brass chains on his wrists and the seaweed in his hair.

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AOS1 Unit 2 Reading and Comparing Texts Gattaca and 1984 Year 11 Mainstream English

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In AOS1 Unit 2 Reading and Comparing Texts for some students in Year 11 Mainstream English they will compare the film Gattaca directed by Andrew Niccol with the novel Nineteen Eighty Four by George Orwell. Other students may consider studying a comparison of Nineteen Eighty Four with Stasiland by Anna Funder.

In this brief analysis I will concentrate on comparing Gattaca with Nineteen Eighty Four using the 1997 DVD edition of the film directed by Andrew Niccol and the 2011 edition of the book published by Penguin Books.

Brief Framework to Compare Gattaca and Nineteen Eighty Four

Genre

Gattaca = Science fiction genre, thriller along with some film noir elements such as dark lighting, shadows & angled camera shots.  The film has a dystopian view of genoism.

1984 = Dystopian literature & social criticism genre, a fiction novel based on a dystopian futuristic totalitarian state.

Setting/Time

Gattaca = The movie was released in 1997 and has a premise of being set in the not too distant future with film qualities of rockets launching and old black cars with a futuristic sound.

Costumes are neat, distinctively 1950’s, reflecting a uniform society that is bleak and sterile where perfection is desired and imperfection discriminated against.

The Gattaca Aerospace Corporation is where Vincent and Irene work.

1984 = Published in 1949 the novel’s setting is in 1984, 35 years into the future.  Airstrip One, London, in Oceania is a futuristic totalitarian state described in a grim tone in chapter 1 scoured by a ‘vile wind’ (p.3) with run down apartments that lack functioning facilities.

Everywhere was a poster with an “enormous face” and the words “Big Brother is Watching You” (p.3).

Winston Smith works in the Records Department in the Ministry of Truth for the Party whose leader is Big Brother.

Writer’s Meaning

Gattaca = The opening quotations of the film set the scene for the debate of technological advancement versus natural order “Consider God’s handiwork, who can straighten what He hath made crooked” Ecclesiastes 7:13.  Niccol presents the moral and ethical ramifications of genetic engineering in the film.

He exposes an authoritarian regime in power where society is divided into classes with the elite ‘Valids’ being genetically superior race who wield the power and the ‘In-valids’ are the bottom of society, powerless and unable to escape the status cast upon them.

Gattaca is a selfish, egotistical society where worth, relationships and status is decided by DNA and rights of individuals are meaningless concepts.

The most powerful meaning of Niccol is the story of one man’s courage to achieve his dream despite his imperfections.

1984 = In writing 1984 George Orwell’s main goal was to warn of the serious danger totalitarianism poses to society.  He goes to great lengths to demonstrate the terrifying degree of power and control a totalitarian regime can acquire and maintain.  In such regimes, notions of personal rights and freedoms and individual thought are pulverized under the all powerful hand of the government.

Witnessing such regimes in Russia and Spain and the rise of communism, Orwell believed in the potential for rebellion to advance society.

In creating the dysopian society of 1984 Orwell gave the world a glimpse of what embracing a totalitarian system like communism might lead to if allowed to proceed unchecked.

Structure

Gattaca = Gattaca is a film and as such is subjected to a ‘running sheet’ of the action which can be broken into 28 sections: (1) Opening titles, (2) The not too distant future, (3) Ten fingers, ten toes (4) The natural way, (5) The unspoken contest, (6) Discrimination down to a science, (7) The DNA broker, (8) Becoming Jerome, (9) The interview, (10) The Hoovers, (11) Cavendish club, (12) Invalid, (13) The eyelash, (14) Irene’s confession, (15) A close call, (16) Random checkpoint, (17) Blood from the vein, (18) The dance, (19) Who is Vincent?, (20) The morrow, (21) Irene’s warning, (22) The investigator’s visit, (23) An overlooked specimen, (24) the confrontation, (25) The other side, (26) Travelling too, (27) For future reference, (28) Going home.

1984 = The novel is divided into 3 parts and chapters.  Part 1 introduces Winston Smith and describes the oppressive world that he inhabits.

Part 2 depicts Winton’s relationship with Julia and how they take more risks actively seeking to join the Brotherhood to bring down the Party.  This section ends with them being arrested by the Thought Police.

Part 3 shows what happens to Winston as he is tortured by O’Brien inside Room 101 of the Ministry of Love.

The final section shows Winston submitting to the Party after his subsequent torture and thus removing any shred of resistance within him.

The final chapter demonstrates the triumph of the Party over Winston as he sits in the café and declares “He loved Big Brother” (p.342).  Any hope of resistance against the regime is gone.

The Society

Gattaca = The future world of Gattaca, based on the science of genetic discrimination, offers a hostile world for those who believe in a natural birth classifying those individuals “Invalid” owing to the inferior nature of their random birth.

In this futuristic science fiction thriller, Andrew Niccol creates a science dictatorship, whereby human aspiration is repressed in favour of genetic perfection.

Society is strictly divided into the Valids and Invalids where there is an entrenched discrimination caused by genetic engineering.

1984 = The society of 1984 is highly controlled and segmented.  The Inner Party along with the Thought Police maintain control over the Outer Party and Proles by a surveillance system (telescreen) monitoring all citizens at all times.

The Inner Party members have access to all luxury goods and can turn off their telescreens but the Outer Party members and Proles experience scarcity of commodities.

The society is also in a constant state of war with a changing enemy.

Point of View

Gattaca = Born an Invalid Vincent’s struggle, is to fly to Titan, Saturn’s moon as a First Class Navigator working for Gattaca Aerospace Corporation but he must change his identity and borrow the DNA of a Valid to achieve his dream.  Vincent is a determined and courageous protagonist who refuses to accept his limitations.

Is there hope?  Yes, there is hope that Vincent can overcome the system of control, oppression and discrimination.  On his personal and dangerous journey he achieves his dream but also realizes the value of human fraility and imperfections.

Director Andrew Niccol celebrates the power of self-belief to inspire individuals to scale the heights of their dreams.

1984 = Winston hates the reduced circumstances of his life; he is afraid of the Party but takes the risky move of writing in his diary ‘Down with Big Brother’ which is the beginning of his struggle to rebel against the Party.  He questions the existing social and political system and helps readers recognize the negative aspects of the dystopian world through his perspective.

Is there hope?  No, there is no hope for Winston as the Party is in absolute control and remains so.  His efforts are useless and ultimately he is tortured into submission.  His dream that the Proles may provide some hope to overthrow the Party and therefore hope for humanity is eliminated in chapter 7.

The individual cannot overcome discrimination and oppression.  Big Brother is all powerful.

Characters

Gattaca = Vincent Freeman = Protagonist, born genetically inferior as an Invalid with a heart defect, could not keep up with his Valid brother Anton, was set to die at 30.  In order to achieve his dream of becoming a navigator at Gattaca he becomes a ‘borrowed ladder’ and uses a Valid man’s DNA to circumvent the genetic system.

Anton Freeman = born genetically perfect as a Valid he was always praised and admired by his parents and had all the privileges Vincent lacked.  Security Chief at Gattaca in charge of the Mission Director’s murder.  Cannot accept that Vincent could become part of Gattaca.

Jerome Eugene Morrow = born a Valid but tortured by his failure at coming ‘second’ he is confined to a wheelchair after failed suicide, gives his DNA and identity to Vincent, realizes his potential through Vincent.

Irene Cassini = born a Valid but does have a flaw in a weak heart, she is cool and aloof and in control of her emotions until she falls in love with Vincent who challenges her to accept his Invalid secret allowing him to complete his dream.

1984 = Winston Smith = Protagonist, late 30’s, an unhealthy man, a lowly placed worker in the Outer Party.  Is afraid of the consequences of standing up to authority but rebels in a political act that results in his torture and destruction of any resistance to the Party.

Julia = younger than Winston, works in the Ministry of Truth in a mechanical job.  She hates the Party and rebels against it as much as possible and is adept at subverting the restrictions of society.  Becomes Winston’s lover but when tortured betrays him.

O’Brien = a member of the Inner Party, a powerful figure who tricks Winston into believing he is a member of the Brotherhood who are supposed to be dedicated to overthrowing the Party.  However O’Brien reveals himself to be a loyal Party member when he has Winston and Julia arrested.  He has them tortured breaking down any of their resistance against the Party.

Big Brother = is the public face of the Party that watches over the citizens of Oceania from posters and telescreens.  Accompanying the posters is the slogan “Big Brother is Watching You”.  He embodies the surveillance state that monitors every moment of society.

Mr Charrington = owner of the antique shop where Winston buys his diary, coral paperweight and later rents the upstairs room for the liaisons with Julia.  He is actually a member of the Thought Police and was in disguise to inform on Winston.

Control in a Totalitarian State

Gattaca = Surveillance by genetic DNA testing of blood, saliva, urine and cells on all citizens.

Complete data base of DNA genetic blue print of all citizens kept by the Police.  Police strike terror into people when they swoop on the Invalid quarters and in the restaurant when people flee in tear.  People’s liberties are infringed at will with random testing of all people at any time of day or night in the community and in the workplace.

Job interviews are by blood or urine testing.

There is no line drawn against genetic engineering.

Gattaca presents a society where perfection is worshipped and anyone less than that is not acceptable and discriminated against.  Society is divided into a class system of Valids who have opportunities and Invalids who are denied legitimate status as members of society.

Technology and science reign supreme, humanity takes second place and genoism becomes endemic.

1984 = Constant fear by surveillance, manipulation and control through use of telescreens, Thought Police, the slogan ‘Big Brother is Watching You’, informers/spies even children in families to betray signs of illegal thoughts against the Party.

Eradication of words and use of ‘Newspeak’ and ‘Doublethink’ along with propaganda to manipulate language and communication to control individual questioning and thought.

Constant changing of records makes memory impossible and truth is according to what the Party says.  Along with fear of unending war with alleged enemies to create anxiety so no one will attempt to overthrow the system.

Control of emotions and love/loyalty is for Big Brother. During the ‘Two Minutes of Hate’ emotions of hate are then directed to the state designated enemy Goldstein.

Fear of interrogation and torture by the Party in Room 101 is disincentive for citizens to break the law.

Major Themes

Gattaca = Control, oppression & discrimination in a dystopian society, individual versus society, technology versus fate/natural order in search of perfection, courage & heroism determination, morality & ethics, science versus religion, human flaws/imperfections versus genetic engineering, facets of identity, the notion of an imposter and lack of individuality in a world of uniformity.

1984 = Control, oppression and discrimination in a dystopian society, language & communication, language as mind control, philosophical viewpoints, political power, dangers of totalitarianism, warfare, violence, torture, technology, psychological manipulation, physical control, repression, rebellion, control of memory and the past, control of information and history.

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The Secret River by Kate Grenville Analysis for Year 11 English

TheSecretRiver.jpg

For students studying Year 11 Mainstream English, The Secret River by Kate Grenville will be studied under Area of Study 1, Unit 1: Reading and Creating Texts.

All pages numbers referenced in this brief analysis are taken from the 2013 edition of The Secret River by The Text Publishing Company (front cover shown above).

Genre and Historical Setting of The Secret River

The Secret River is a historical fiction novel with the characters’ stories told within the larger context of the social, cultural and political surroundings of the early colonial settlement of NSW from 1806 onwards.

Each of the 3 landscapes in the text traces protagonist William Thornhill’s life from London, Sydney and Thornhill’s Place and the different kinds of conflict that arise.

The narrative is a story of colonisation, identity and the relationships between settlers, the land and the Aborigines – it’s a story of belonging, ownership and ultimately the bloodshed that results when a people is displaced.  In The Secret River, the land represents money and a future for the characters of English descent which contrasts sharply with its meaning for the Indigenous Australian characters.  For the Indigenous Australians the land represents their capacity to survive in the present, their future and their past.

The setting of colonial NSW becomes important to the main characters that are caught up in the historical narrative of the settlement and conflict.  It is from Part 2 ‘Sydney’ to Part 6 ‘The Secret River’ that we witness the most obvious conflict between the Indigenous Australians and the white characters.  It is in this colonial setting of NSW that we see William Thornhill’s inner conflict through the complexities and challenges he faces and the extent to which conflict is all consuming.

Structure of The Secret River

Grenville adopts a traditional realist structure and framework of the narrative which is strictly chronological.  The novel is broadly divided into three main sections: those that deal with the characters’ experiences in London, Sydney and Thornhill’s Point.

Prologue: ‘Strangers’ = William Thornhills first encounter with Indigenous Australians

Part 1: ‘London’ = William and Sally’s earliest life in London

Part 2: ‘Sydney’ = Transportation to Sydney, colonial settlement in NSW 1806

Part 3: ‘A Clearing in the Forest’ = The Thornhills move from Sydney to settle Thornhills Point

Part 4: ‘A Hundred Acres’ = Potential for violent conflict with the Indigenous Australians becomes increasingly prominent as the settlers realise the Aborigines are not leaving the land.

Part 5: ‘Drawing a Line’ = The conflict between the settlers and the Indigenous Australians reaches the point where the Governor issues a proclamation that the settlers should shoot the black natives.

Part 6: ‘The Secret River’ = The incidents of theft and violence between settlers and Indigenous Australians climaxes in the poisoning at Darkey Creek and culminating in the massacre at Blackwood’s place.

Epilogue” ‘Thornhill’s Place’ = The epilogue is set 10 years after the massacre and it is pervaded by a sense of remorse by William Thornhill.

Relationship between Conflicts of Space, Place & Identity

The novel has important conflicts of space, place and identity and the relationship between the three which allows distinct comparisons to be made.  It is also important to note that intrinsic to these ideas is the notion of culture, especially the cross-cultural conflict that Grenville is primarily concerned with.  The division of the novel into these sections is clearly differentiated by location which is an important reminder that place is a significant factor in this text.  The structure of the novel also reminds us of another important theme – the importance of a sense of belonging.

Language and Dialogue of The Secret River

Grenville’s prose is designed to complement the historical setting with her characters adopting some phrases and words from the settings both in England and Australia.  Instead of using quotation marks for dialogue, Grenville uses italics so that her characters speak within the text instead of traditional line breaks.  Some of the terminology that Grenville uses was common to the era and often reminds the reader of the cultural background of the characters.

It is an interesting point with the dialogue that Grenville chooses not to use any Aboriginal languages in The Secret River.  Unlike her other novel The Lieutenant where interactions with Aboriginal characters were given in traditional Indigenous language of the Eora people, The Secret River is spoken through William Thornhill in English.  Therefore the focus is on Thornhill’s point of view and readers have no real access to the understandings and perspective of the Indigenous Australians in this text.

A significant distinguishing factor between the white settlers and the Indigenous Australians is not just in the lack of dialogue for the Aboriginals but their lack of names.  William Thornhill is given his surname as his identity but the Indigenous Australians are named by their appearance “old grey beard” and “the younger one”.  The difference in ways of naming highlights the ignorance of the English characters as well as allowing them to be detached from the characters that they are harming.

The Significance of the Title

The title could mean symbolically a river that has held secrets or aspects of Australia’s history hidden.  It could also refer to undercurrents in personal relationships.  The actual river is the Hawkesbury north of Sydney where Broken Bay hides the entrance and is the ‘secret river’ where William Thornhill finds his land.

Themes, Issues and Ideas in The Secret River

  1. Home and Belonging = are constant themes from Thornhill’s childhood in London to his old age in NSW. The need for a home and a sense of belonging are universal in the text implying that the values of love and personal identity are universal human values.  Through his love for the land Thornhill develops his own identity as “something of a king” (p.314) – a man with a home to which he can belong and in which in turn belongs to him.
  2. Ownership = what defines ownership is a major theme in this novel. It is actually the question of ownership that lies at the bottom of the conflict between the settlers and the Australian natives.  The English believed that by “marking” a piece of property with a crop they made it theirs.  The natives, on the other hand, had free rein of the land for decades before Australia was claimed for England.  They saw the settlers as taking over land that had been theirs for centuries.
  3. Conflict = this theme is developed in a variety of forms as between racial groups, between individuals, within families, between beliefs and actions, between dreams/aspirations and reality and between differing philosophies.
  4. Guilt = Despite all his success, Thornhill began to feel a sense of unforgiving guilt for his treatment of the natives. He is considered the richest man in the area, a dream desired since he was a child in poverty.  Yet his accomplishment came at a cost, for his family and himself.  He no longer spoke to Dick and his relationship with Sal grew apart.  Furthermore, Thornhill’s unresolved conflict with the natives is conveyed through his encounter with Long Jack.  He and Sal offer Jack help with food, clothes and utensils in hope of reconciliation between the two.  Jack slapped his hand on the ground and declared “This me, he said.  My place” (p.329).  In the end Jack ‘‘… never put on the britches or the jacket … the clothes lay out in all weathers decaying into the dirt” (p. 328).  The exaggeration of time interpreted through the words ‘never’ and ‘decaying’ forebodes that the time for reconciliation has yet to come for Thornhill.
  5. Clash of Cultures = the clash of civilizations that began when Captain Cook first stepped foot on the land that become known as Australia. Throughout the novel, Grenville juxtaposes British and Aboriginal understandings of several important social concepts: personal property, clothing, hunting and farming, family relationships, and relationship to the natural environment.  The incomprehension with which each culture regards the other leads to the majority of conflicts in the novel.  The British concepts of private property and settlement, backed up by the guns and might of the Empire, eventually win the battle between the two civilizations.
  6. Aboriginal Culture = Grenville presents Aboriginal culture as a lost idyll. Although the novel focuses on William’s journey from the gutters of London to Australian gentry, Grenville places almost equal weight on the Aborigines and their way of life.  She is careful to refute the label of savage that the settlers give to the Aborigines.  Grenville conveys the richness of their culture and their deep attachment to the land.  She contrasts the over-consumption of Western civilization with the Aborigines’ understanding of the delicate balance of nature.  Grenville suggests that the white settlers could have learned much from the Aborigines and, by extension, that the modern world with its disregard for the natural environment should open its eyes to the wisdom of native peoples.
  7. Social Hierarchy = the theme of social hierarchy and its levels of power runs throughout the novel. Beginning with William’s first visit to Christ Church through to the placement of the stone lions on the gateposts of Thorhnhill’s Point, Grenville explores the impact of social ranking on individual development.  The humiliation that William experiences as a waterman in London marks his character for life and informs the choices he makes throughout the novel.  He craves the thrill of wielding power over another person.  For William and the other settlers (the majority of whom are convicts), their status as white men gives them permission to look down on other human beings (the Aborigines), for the first time in their lives.  Their treatment of the Aborigines is informed by their understanding of how one should treat a racial and social inferior.
  8. Self Creation = the story of modern Australia is essentially a story of self-creation. The convicts sent from England were given the chance to receive a full pardon and start their lives over.  The Secret River tells the story of William Thornhill one of those first settlers who arrived in New South Wales as a convict and an outcast and who eventually carved out a place for himself in Australia’s incipient ruling class.  The structure of the novel reflects the importance of this theme.  Grenville opens the novel not with William’s youth in London but with his first night in New South Wales. She ends the novel with William sitting on the veranda of his grand house, Cobham Hall.  He has re-written the story of his life both physically and metaphorically.
  9. The British Class System = The Secret River examines how the harsh British class system of the 18th and 19th centuries condemned people like William to a life of crime. Grenville exposes the harsh choices that people of William’s class faced in order to survive.  It was not a question of good or bad but of starvation or theft.  In her chronicle of William’s life in London, Grenville wants the reader to understand that the convicts who first settled modern Australia were not bad, just desperate.  Australia has chaffed under its moniker as a land of convicts since its inception.  Grenville’s empathetic account of William’s life represents an attempt to embrace Australia’s convict past and give it a human face.
  10. The Disorientation of the Immigrant = through the character of Sal, Grenville explores the disorientating experience of the immigrant. While she works hard and rarely complains, Sal has a difficult time settling in to their new life in Australia.  The very trees with their greyish leaves tell her she is no longer at home.  Sal feels the wild continent pressing in on her from all sides, and she misses the smells and sounds of London.  While William thrives in the new land, Sal finds it harder to adjust because she did not suffer the same level of humiliation as William.  Sal clings on to her memories of Britain, recreating her life in London as much as possible.  Grenville uses Sal to explore the persistence of British culture in Australia and the lingering concept that Britain was ‘Home’.
  11. Fate vs Free Will = at first the poor life in London disempowers Thornwill but as he gets older he sees things happen to him independently of his choices. Ending up in NSW he tends to base his behaviour more on the idea of fate.
  12. Alternate Path of Australia’s Development = Grenville sets up two paths to the development of Australia, embodied in the characters of Smasher Sullivan and Thomas Blackwood.  Smasher Sullivan represents the path of racial, social, and physical domination of the Aborigines that the British did follow in their colonization of Australia.  Thomas Blackwood, on the other hand, represents the choice of peaceful co-existence that was originally available to the British colonists if they had not been blinded by racial prejudice and greed.  Grenville gives the reader a glimpse of the possible development of future generations of Australians through the character of Dick Thornhill.

‘Guilt’ in Grenville’s Trilogy

Grenville’s The Secret River (in 2005) was the first in a trilogy: it was followed by The Lieutenant (in 2008), and Sarah Thornhill (in 2011).  The theme of all three novels is guilt—the guilt of white Australia at its treatment of Aboriginal people.  Guilt poisons William Thornhill’s life, and that of his daughter, Sarah Thornhill.  In The Lieutenant, Daniel Rooke, based on the historical William Dawes, avoids guilt only by disavowing (to his face) the governor’s orders to capture and kill six of the local Cadigal people.

The Message of The Secret River – It’s Relevance in Australia Today

On first reading the text focus of The Secret River is its exploration of the conflict between convict William Thornhill and the local Dharug people – whose land he tries to settle on.  But on closer examination it seeks to make a deeper point, about the relationship of Australians to the past – in this case to the Aboriginal people who were here so long before us.  The climactic event of The Secret River, a massacre of Aborigines on the Hawkesbury River that, in the book’s chronology, is placed at some point around 1814, is intended to place readers in the reality of a situation that we know happened in many places in Australia’s early history.

Actress Ningali Lawford-Wolf explained that “This country has a black history and how they came to be here was through massacres”.  Director Neil Armfield of The Sydney Theatre Company said that the tale of racial divides are, in many ways, still present today.  “That’s the contradictory reality that we’re still living, that actually all First Nation people are dealing with – that there are two different notions of possession” Mr Armfield said.  Trevor Jamieson, a renowned Aboriginal actor, explained there are vivid similarities between past issues and those bubbling today.  Adapting the text for the stage as a play, writer Andrew Bovell, said “I don’t think we can understand who we are as a people, unless we understand who we were”.

Comparisons with The Secret River and Joseph Conrad’s Heart of Darkness

It seems obvious that Grenville drew heavily on Joseph Conrad’s Heart of Darkness when she developed her protagonist William Thornhill in The Secret River.  In Heart of Darkness, protagonist Marlow acts as an impartial observer of the effects of the ivory trade in Africa.  His journey into the heart of Africa reflects his symbolic discover of his own self and human nature.  In effect Marlow sees the ‘heart of darkness’ (greed and evil) found in all men and suppresses this urge but others like Kurtz succumb to them.

When Marlow discovers Kurtz he has become so ruthless and greedy that even the other managers are shocked.  He refers to the ivory as his own and sets himself up as a primitive god to the natives.  He has written a seventeen-page document on the suppression of savage customs, to be disseminated in Europe, but his supposed desire to “civilize” the natives is strikingly contradicted by his postscript, “Exterminate all the brutes!”  Marlow is careful to tell his listeners that there was something wrong with Kurtz, some flaw in his character that made him go insane in the isolation of the Inner Station.  But the obvious implication of Marlow’s story is that the humanitarian ideals and sentiments justifying imperialism are empty, and are merely rationalizations for exploitation and extortion.

Similarly, in The Secret River, William Thornhill battles with his own conscience when facing challenges to decide on the ‘right’ course of action.  When faced with the poisoning of an entire camp of Aboriginal people at Darkey Creek culminating in the massacre of the Aborigines at Blackwood’s place, William weighs up his own safety and Sal’s happiness against his dislike for Smasher and his methods.

At the end of the novel William still feels regret at his involvement in the massacre so that readers gain the feeling that there is no satisfactory and lasting resolution to the conflict.  In this last section of the novel titled ‘Thornhill’s Place’ it is bitterly ironic as no amount of clearing, building, fencing, planting and killing of Aborigines will ever see Thornhill at peace with his surroundings.  Sitting on the bench at Cobham Hall where he could overlook all his wealth Thornhill felt that “… should have been the reward.  He could not understand why it did not feel like triumph” (p.334).

Both Texts Question “Who owns what?”

Both authors, Grenville and Conrad, highlight the controversy between the imperialistic attitudes of the English towards the natives in terms of possession of land with the same question “Who owns what?”  In Heart of Darkness British colonists saw no reason not to take land and resources in Africa that had not been claimed by either public or private ownership.  In The Secret River the white settlers were quite clear on the concept of “who owned what” in NSW: “There were no signs that the blacks felt the place belonged to them.  They had no fences that said this is mine.  No house that said, this is our home.  There were no fields or flocks that said, we have put the labour of our hands into this place” (p.93).  It was only Blackwood, a man of compromise who warned Thornhill against ‘taking up’ the land he obviously coveted.  Living in apparent harmony with the Aborigines, Blackwood advised Thornhill from the outset “When you take a little, bear in mind you got to give a little” (p.169).

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Island: Collected Stories by Alistair MacLeod

Front Cover

Page numbers referenced in my analysis of Island: Collected Stories is from the Vintage publication dated 2002 (picture of the front cover shown above).

Genre and Structure of Island: Collected Stories by Alistair MacLeod

The obvious Genre within which Island fits is that of the short story collection.  Collections generally feature some linking factors.  These may be thematic, cultural, geographical or historical.  With a single-author text such as Island, the obvious shared factor among the stories is their author, but there are stylistic and thematic links too.  However, students should also analyse broader ideas, values and concerns along with recurrent settings, motifs and character types that have differences and similarities across the stories.

The structure of Island contains sixteen stories varying in length but averaging twenty pages.  There are many common themes, values and ideas, recurrent settings, images and relationship types and even commonalities of structure and style.  The stories are ordered chronologically tracing a period of more than thirty years in the author’s life.  Some stories incorporate multiple time frames, moving between past and present (both recent and distant).  Whilst most of the stories’ narrative voices share social and geographical origins and are from a teenager or adult others construct the voice of a young boy.

Cape Breton Setting of Island

Alistair MacLeod’s sixteen short stories, collected in Island, are all set on Cape Breton Island off the coast of Nova Scotia in south-eastern Canada.  Raised in Cape Breton in the 1960’s MacLeod writes primarily about a time and place closely related to his own.  He worked at the occupations he describes – a miner, a logger and a fisherman – before becoming a teacher and professor of English in Ontario.  In this way, his life mirrors the lives of the men who narrate his stories, who labour under great difficulty or who leave their early homes to find a wider world.  MacLeod has an intimate knowledge of the physical landscape he is writing about.  The importance of memory and place is intimately explored in MacLeod’s works.

It is an interesting fact that nearly all the central characters in Island are males, suggesting that MacLeod is comfortable writing from a familiar perspective.

While the stories explore a range of ideas, in each one the landscape of the island features prominently.  As the title of the collection suggests, MacLeod has made the isolated island pivotal to each story.  More than just a setting, Cape Breton features as a character in itself (the landscape and the natural elements are often personified), exerting its influence over the characters who give birth, work and die there.

Cape Breton Communities Founded on Tradition and Families

The communities of Cape Breton are founded on the bedrock of tradition and family.  The people have struggled against poverty, accidents and the elements to hold their lives together and remain constant in their values.  However, MacLeod shows that they cannot keep the modern world from intruding and altering their lives and their landscape.  He presents the tragedy of the inevitable loss of their world.  As traditional work of Cape Breton begins to dry up the men have to go further away to find employment.  As their men leave, the communities feel the strain of separation and the landscape, once bordered by the edges of their little harbour is forced to expand.

Outsiders make their way into the landscape and see the locals as objects of curiosity.  The old culture and music of the fishermen becomes the subject of academic study, like things of novelty.  As progress takes over the old world the beautiful landscape is also seen as a business opportunity for people to cater for the ever increasing number of summer tourists.

The fragility of the old world is shown by MacLeod in the inevitable changes to the landscape that are mourned by the characters.  Even the old Gaelic language spoken by the people on Cape Breton represents the private world they inhabit that seems ‘irrelevant and meaningless’ (p.195) to the new world.  Yet to the miners and others in Cape Breton they try to continue to speak Gaelic with friends and family or sing traditional Gaelic songs as a way of connecting with their own past and culture.

Language of Island

The collection uses descriptive language and often more poetic figurative language.  In times when it is needed, concrete language is used to convey pragmatic facts in stories such as descriptions of landscapes or environments that show great detail but little emotion.  On other occasions descriptions do the exact opposite and serve to show the feelings of the narrator or character.  In some instances descriptions of the imagery of the landscape and animals is matter of fact or business like to describe farming and the killing of animals on the farm as in ‘Second Spring’ (p.218-248).  The descriptions are devoid of figurative language and are kept unemotional otherwise it might become too hard to maintain one’s distance and the killing of the animals would become too distressing to the reader.  In other instances figurative language expresses emotions to create mood and feelings about the home Cape Breton represents to many of the characters.

Significance of the Historical Setting of Cape Breton

MacLeod’s stories are populated with miners and fishermen, and their wives and children, whose lives are shaped by the isolated landscape of Cape Breton Island.  For all the inhabitants, the island is intrinsic to their understanding of themselves and their place in the world.  For some characters, the island ties them to their ancestors and their history.  For others, the island is a suffocating prison they seek to escape.

MacLeod shows how strong the historical ties are that bind the inhabitants to the land. Cape Breton is explicitly associated with its link to the ‘old countries’ of Scotland and Ireland – ‘seeming almost hazily visible now in imagination’s mist’ – is reflected by the many characters who sing and speak in Gaelic.

Since the first settlers settled on the island, generations of the same families have lived on and worked their land.  It is mostly the older inhabitants of the island who see themselves as custodians of the land.

Many of the island’s younger inhabitants, conversely, respond to the island in a very different way, seeking to leave the island to escape the insularity and isolated lives of the tiny communities.

Themes and Ideas in Island

Many of the themes and ideas in Island cross over into other stories so that there is a linking of similar story lines.  This becomes apparent when students start to analyse the stories and see the same inter-linking themes and ideas.  For instance in the first story ‘The Boat’ (p.1-25) the themes of Tradition, Education, Literature and Death are inter-linked with the symbolism of the boat representing a journey through life.

  1. Tradition = Tradition connects family members, both close and distant and members of communities. Tradition in some stories offers continuity and belonging but it can also be a restrictive force on character’s lives that becomes a chain of imprisonment as well as providing strength.  The collection places the value of tradition in opposition to that of individuality so that those who are restricted by tradition are challenged when their individual desires conflict with the paths set for them by tradition.  Stories that cover Tradition are: ‘The Boat’ (p.1), ‘The Vastness of the Dark’ (p.26), ‘The Return’ (p.79), ‘The Road to Rankin’s Point’ (p.143), ‘The Closing Down of Summer’ (p.180), ‘Second Spring’ (p.218), ‘The Tuning of Perfection’ (p.271), ‘As Birds Bring Forth the Sun’ (p.310), ‘Vision’ (p.321), ‘Island’ (p.369), ‘Clearances’ (p.413).
  2. Transition and Change = Change is the opposite of Tradition but MacLeod is interested in Change at multiple levels in the stories. For the whole Cape Breton community change is a turning point as it faces the decline in traditional industry and culture while being exposed to the wider world.  Many of the characters are poised at important points in their lives as they transition from often childhood to adulthood or different stages of their employment on Cape Breton and have to struggle to accept the change.  Some stories embrace change by showing the negative impact on those who cannot accept change in their lives but others are fiercely resistant to change as it takes away their culture and tradition.  Ultimately change is inevitable even though accepting it is a universally difficult task for people to do.  Stories that cover Transition and Change are: ‘The Vastness of the Dark’ (p.26), ‘The Golden Gift of Grey’ (p.59), ‘The Return’ (p.79), ‘In the Fall’ (p.98), ‘The Lost Salt Gift of Blood’ (p.118), ‘The Road to Rankin’s Point’ (p.143), ‘The Closing Down of Summer’ (p.180), ‘To Every Thing There is a Season’ (p.209),Second Spring’ (p.218), ‘As Birds Bring Forth the Sun’ (p.310), ‘Island’ (p.369), ‘Clearances’ (p.413).
  3. Education and Literature = Education in particular Literature is a source of conflict between characters in a number of stories. Some value education and what it can provide and others scorn the opportunity to go to school and learn beyond the traditional needs and practices of their families before them.  Education represents new prospects for those characters who want to learn as it gives them a chance to be employed in jobs far removed from the traditional work such as farmers, fisherman or miners.  However, the education also takes them away from their families which cause conflict between characters.  It is often due to the mother or father being frightened or threatened by a new set of values or belief systems of their children associated with a new world outside of Cape Breton.  Stories that cover Education and Literature are: ‘The Boat’ (p.1), ‘The Golden Gift of Grey’ (p.59).
  4. Outsiders and Belonging = Outsiders are people excluded from groups in the text of Island either from outside a family or a culture and defined by their lack of belonging. Many of the older characters in the stories are threatened by outsiders while the younger characters tend to be more welcoming.  This mixed reception to outsiders supports MacLeod’s argument that older generations struggle more with the transition to new ways and habits, while younger generations tend to embrace change more readily.  Belonging is shown clearly in the relationships between those characters related by blood, as with parents, grandparents and siblings.  It suggests that a sense of belonging to a family or a culture provides safety and support for individuals.  Stories that cover Outsiders and Belonging are: ‘The Vastness of the Dark’ (p.26), ‘The Return’ (p.79), ‘The Lost Salt Gift of Blood’ (p.118), ‘The Road to Rankin’s Point’ (p.143), ‘Island’ (p.369), ‘Clearances’ (p.413).
  5. Death = Death is ever-present in the world of these stories. It could be depressing but MacLeod represents death as part of the remote existence of Cape Breton due to its extreme weather that creates life-threatening occasions for people.  Not only does the weather play a part in many deaths, so do the difficult physical occupations of mining, fishing and agriculture that make death a common event for not just humans but animals as well.  The characters grieve and are touched by death including loneliness and a loss of purpose or direction.  As death is inevitable the stories suggest that life should be valued, protected and celebrated.  Stories that cover Death are:  ‘The Boat’ (p.1), ‘In the Fall’ (p.98), ‘The Road to Rankin’s Point’ (p.143), ‘To Every Thing There is a Season’ (p.209), ‘Winter Dog’ (p.249), ‘As Birds Bring Forth the Sun’ (p.310), ‘Vision’ (p.321), ‘Island’ (p.369), ‘Clearances’ (p.413).

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Peter Skrzynecki Old / New World Poetry Year 12 English

peter1.jpgFor year 12 students studying Mainstream English AOS1 Unit 3: Reading and Creating Texts, either as an Analytical Interpretation or as a Creative Response, you will be analysing and writing essays based on Peter Skrzynecki’s poetry from his Old / New World Poetry Collection.

About the Poet Peter Skrzynecki

Peter Skrzynecki (pronounced sher-neski) is an Australian poet and author of Polish-Ukrainian descent.  He was born in Germany in 1945 and migrated to Australia with his Polish parents in 1949.  After a four week sea voyage, Skrzynecki’s family arrived in Sydney on 11th November 1949.  They lived in a migrant camp in Bathurst for two weeks before being moved to the Parkes Migrant Centre, NSW.  In 1951 the family moved to the working class Sydney suburb of Regents Park where a home had been purchased at 10 Mary Street.  Peter’s father, Feliks Skrzynecki, worked as a labourer for the Water Board and his mother Kornelia found work as a domestic in Strathfield.  In 1956 Skrzynecki began school at St Patrick’s College, Strathfield, where he completed his Leaving Certificate in 1963.

After a year at Sydney University in 1964, he completed a Primary Teacher Training Course at Sydney Teachers’ College in 1965-66 and began teaching in small schools in 1967.  In 1968 he recommenced his university studies at the University of New England where he graduated with a Bachelor of Arts Degree in 1975.  Post Graduate studies include a Master of Arts from the University of Sydney in 1984 and a Master of Letters from the University of New England in 1986.  From 1987 he started teaching at the University of Western Sydney as a Senior Lecturer.

About the Volume Old/New World: New and Selected Poems

Year 12, VCE Mainstream English students studying AOS1, Unit 3: Reading and Creating Texts, will analyse poems by Peter Skrzynecki from his volume of poetry entitled Old/New World.  This volume contains over 180 poems selected from eight collections published between 1970 and 2000 and the 2006 collection, Blood Plums.  The book’s strength is its bringing together of old and new poems in a single collection, allowing the reader to become immersed in Skrzynecki’s poetry and to gauge his development as a poet over many years of writing practice.

Skrzynecki’s Style of Poetry

Skrzynecki mainly writes three kinds of poems, all in a similarly distinctive, almost prosaic style:

  1. the family poem, in which he often displays a deft ability to portray character through description;
  2. the immigrant experience, which ranges between the new and old worlds and often has a documentary quality; and
  3. the landscape poem, which is often idyllic, with a poetic persona not that dissimilar to a boy wandering and meditating in a garden or countryside.

Surprisingly, the poems that focus on family and the poems that observe people, primarily, stand out in this book, rather than specific accounts of the immigrant experience, although this theme is rarely absent from his work.

Skrzynecki’s Poetry Rhythm & Imagery

Skrzynecki’s poetry has a delicate rhythm, which suits (or emerges from) his frequently plain diction, which often takes the form of naming things, usually in a garden or a landscape. There are few fireworks in his writing and his understated, occasionally beautiful images appear all the more striking as a consequence.

Notable examples include the description of the road in A Year at Kunghur (p.189), which is “like a ribbon of dust mended/ with patches of bitumen”, or the moving Elegy for Roland Robinson (p.193), where the desolate cry of a spur-winged plover leads to the conclusion:

that when the cry of such a bird
is lodged in the heart
that moment is the start
of eternity.

In order to look at Peter Skrzynecki’s poetry on a broader level it is worth analysing the poems by a process that includes

  • Describing the poem & annotating it
  • Interpreting the annotations explaining what the words and ideas mean, figurative language, poetry terminology ie. metaphors, assimilation, personification etc.
  • Analysing the poems to look outside the text to search for hidden meaning that links parts of the poems with values and beliefs in the world of the poet
  • Synthesising the poems is the hardest part of analysing as it requires you to think about linking more than just those analysed ideas or themes from the poems but find connections outside the text. Peter searches for belonging in many of his poems and you can look beyond just him but what it means for migrants who have to renegotiate the relationship they have between self and place.

Synthesising Poems about Birds Compared to Immigrants

Symbolically birds in Peter’s poems represent freedom from the petty concerns of the everyday.  Black Cockatoos (p.192) have the ability to express themselves clearly and loudly they screech and even their cries are so loud they can be heard “above the boom and crash of waves”.  If you synthesise the birds in this poem with the immigrants you will see the immense difference in the old domesticated species of the parents (old types of birds) of the immigrants from the old world (Europe devastated by war) against the newer, wilder and brasher new species of birds who represent Australians.

Poems from The Immigrant Chronicle

Poems from Peter’s collection called The Immigrant Chronicle first published in 1975 are some of my favourite poems in his new volume.  In these poems Peter chronicles his own family’s experiences as well as other immigrant’s experiences in 1951.  In Immigrants at Central Station (p.34) Peter reminisces about his family’s immigrant journey and the promise of a new life as immigrants wait with fear and anxiety on Central Station in Sydney to board a train to a new future that they have no control over.  He uses personification in the second stanza as: “Time waited anxiously with us” and a metaphor to describe the choking emotions of the travellers: “The air was crowded with a dampness that slowly sank into our thoughts”.

Belonging in Feliks Skrzynecki

In many poems Peter belongs to his new home in Australia where he has grown up but his father Felik’s bond is still with his past which becomes a barrier to his belonging.  It becomes apparent to Peter that his mother and father find assimilating in their new environment and culture more difficult as they get older.  As such, Feliks never really ‘belongs’ in Australia.  This is evident in the poem Feliks Skrzynecki (p.36).  Feliks recreates his life with his garden, his work and his Polish friends but continues to latch onto the past.  Reminiscing about pre-war Poland reminds him of his youth and happier, uncomplicated times before the trauma of war and the destruction of everything he knew.  As Peter grows, school represents the growing chasm between Feliks and himself.  It is another area where he and Feliks are divided by experience and adds depth of meaning to the battle that ends up occurring between Peter and his father.

Themes in the New Collection

The poems in this new and selected edition represent lived experiences from an often-nostalgic perspective, as demonstrated in The Wind in the Pines (p.228).  Past and present, old and new are embedded structures in the majority of these poems, as the poet revisits landscapes (predominantly Australian) remembering significant places and phases of his life. Birds are often the subject of Skrzynecki’s poems and this collection is alive with ravaging lorikeets, fearless seabirds, mythological bellbirds, sparrows, swans, apostlebirds, finches and black cockatoos. Animals, fish and reptiles also feature.

Skrzynecki’s character portraits capture and express the little details of everyday life that make his subjects live on the page.  Feliks Skrzynecki, the poet’s father, later revealed not to be his biological father, ‘loved his garden like an only child’; we see him sweeping paths, holding the broom with his cement-darkened hands and cracked fingers, smoking on the back steps, watching the stars.

The theme of old and new worlds encompasses the poems of migration, the elegies, the character poems and is used in the poem Leukaemia (p.199) to signify hope:

[waiting] for a new world
to take over your body
so the old can be defeated,
left behind

Old/New World is peopled with a lifetime of poems, chronicling the forging of new lives in new countries and the adjustments to be made when old familiar worlds are changed forever by trauma or grief.  The journey is not merely one of physical travel, but of spiritual quest and emotional travail punctuated by moments of joy and nostalgic remembering.

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Tips on Oral Presentations for English Years 9-12

 JFK Giving Speech

A few tips on writing your speech:

  • Have a CAPTIVATING introduction sentence; use a short, clear and powerful sentence. You can even ask a rhetorical question of your audience to make them think right at the start.
  • RELATE to your audience so that it keeps them interested so they actually WANT to listen.
  • If you are taking on a persona, firstly study and UNDERSTAND your character. (A persona is how you present your speech, ie. in a friendly voice, a business type strictly formal speech or using lots of colloquial phrases).
  • Don’t forget your persuasive techniques. Use repetition and rhetorical questions, emotive language and inclusive language.
  • Remember that you are writing a SPEECH, not an essay. Instill your oral with emotion, varied tone and sentence lengths.

A few tips on your performance:

Memorise your speech

Always remember that practice makes perfect. Practice as much as possible; in front of anyone and everyone including yourself (use a mirror). Keep practicing until you can recite it.

As for cue cards, use dot points. Don’t just copy and paste whole sentences onto cue cards or else you’ll rely on them too much. Not to mention that it’ll be hard finding out where you are in the middle of your speech. Use “trigger words” so that if you forget your next point, you have something there.

Use your Powerpoint presentation to best advantage. Keep the images relevant to your speech. Have the images not too “busy” so that the audience are looking attentively at the screen and forget to listen to your speech. Make sure the presentation is on mouse click to the next slide or timed so you don’t have to fiddle around with the computer, but remember to keep talking.

But most importantly, if you mess up, keep going. Even if you screw up a word or suddenly forget your next point, just take a breath, correct yourself, and keep going. Do not giggle. If your friends make you laugh, don’t look at them.

Control your voice

Do not be monotone. Give it some energy; be pumped but not “I-just-downed-5-cans-of-Red Bull” pumped. Give it as much energy as it is appropriate for your speech. As you transition through various intense emotions such as anger, happiness and shock, your performance should reflect it. This is achieved in both your tone and your body language (moving around, not jumping around as that will distract from what you are trying to say).

Speak as if you believe in your contention – with passion. If you sound confident, then your audience will think, ‘wow, they sure know what they’re talking about’. Remember, confidence is the key.

Don’t rush through your speech and speak at a million kilometers an hour – or even worse; skipping half of your speech because you just want to get the hell out of there. Also, speak so that the teacher can actually hear you. More likely than not, they’ll be sitting somewhere near the back of the room. Don’t be “too quiet” master the art/power of projecting your voice. It actually does make a huge difference.

Be aware of your actions

Don’t just stand like a statue in one spot. Think about real life – do you know anyone that stands completely and utterly still when talking to you? Make sure you look around the room; you’re addressing everyone, not just one person. Don’t stare at your teacher; it freaks them out. You don’t even have to look at a specific place. Start off looking at the back wall… then as you go through the speech, naturally turn from one back corner of the room to the other. Also, try not to look down because it will make you mumble and be hard to understand or hear. Don’t try to look at your cue cards while they’re right up next to your body. Move it out when you need to have a GLANCE at them then go back to the audience.

Always make sure that you face the audience.

Use some natural hand gestures they don’t hurt either!

Take some long, deep breaths before you go on and tell yourself that you can do it!

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How to Effectively Annotate Texts

 Image result for pictures of writing booksWhy Annotate Your Texts in Studying English?

Annotating texts is a powerful step in getting to know your text and optimizing your essay responses. Keep in mind as a reader and annotator 2 important questions:

  1. “What is the author saying?
  2. How are they constructing their meaning/values in their text?”

Listed below are some helpful tips in learning how to annotate:

A Definition: To annotate means to add notes to a text where you provide extra comments or explanations (usually in the margins of the book).

Break up the text by using post flags to distinguish sections or chapters

Some texts are large and sections or chapters are not easy to recognise but a good way to identify the sections is to use post flags to break up the text. This will make scanning the book much easier later when you are searching for a specific passage for an essay.

Think of your text as a colouring book

One way is to use different coloured highlighters for different themes. Think of it as creating a trail for you to follow throughout the book. If you don’t like using highlighters, another simple way is to use coloured post flags to highlight certain pages where you can underline the themes with explanations at the top of the page.

Circle new vocabulary

Look it up and then write their definitions next to the word. Using higher level metalanguage in your essays is going to help to gain better marks.

Write notes in the margins or at the top of pages

Here you can summarise the chapters at the top of the page and then other significant points of a passage as you read through the text.

What are the best items to annotate?

  • Character descriptions & dialogues significant to the plot/character development
  • Historical, cultural, social and natural contexts relevant to understanding the text
  • Structure of the text, narrative voice/viewpoint, implications for the plot & characters
  • Themes, motifs & symbols that are connected to characters & plot and how these represent ideas or concepts that show the author’s values and meaning
  • Literary devices such as metaphors, similes and foreshadowing that show how the author constructs meaning and structure of the text
  • Plot changes, major events and how they affect characters and meaning of the text

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Lantana the Film: A Brief Synopsis

Lantana Movie - DVD (Australia) front image (front cover)

For Students in Year 11 English Studying the Film Lantana

Lantana is a 2001 film Produced by Jan Chapman and Directed by Ray Lawrence with the screenplay written by Andrew Bovell, which was adapted from his stage play Speaking in Tongues performed in 1996. Like novels and short stories, films can recount a fictional narrative using characters, events and settings. To study Lantana for Year 11 English it is advisable to view the movie in full at least twice so you can look carefully at:

  1. key scenes
  2. the opening and closing scenes
  3. the introduction of main characters
  4. turning points
  5. crisis points and
  6. the film’s climax

Look at the Film Style

Besides your focus on what actually happens in the film it is a good idea to notice the look and feel of the film in its style. Pay particular attention to the visual images of lightness and darkness. In a close analysis of the film style look at:

  1. Cinematography = shots in the film set up under instruction from the director to show various camera angles to create different effects = extreme close ups, close ups, medium shots, long shots, aerial shots, tilt down shots, tilt up shots and zoom shots
  2. Mise en scene = Literally means ‘staging the action’ referring to the visual elements within the frame of a shot ie. acting style, setting, costumes and lighting
  3. Sounds = Everything we hear in the film ie. music, dialogue, sound effects, voice-overs, for instance like the frequent sound of cicadas

It is important to identify the key elements of film style and how they work together to create an overall impact on the audience and how they tell a compelling story.

For Example Look Carefully at the Cinematography / Mise en Scene / Sounds in Scene 1 of Lantana which Sets up the ‘Mindscape of Terror’

The names of the key players are superimposed over a backdrop of Lantana, thick, tangled and in blossom. While the plant portends danger, it is also attributed criminal responsibility, both as the scene of Valerie’s death and through a play of alignment with Jane.

This opening shot of the Lantana is accompanied by the din of cicadas, which is a very familiar Australian setting, while visually thrusting us towards a deep, dark void. It evokes memories of the humid heat in which cicadas flourish and become noisy, and the rich sticky smells of plants in that climate. The frenzied chirping of cicadas and other creatures is used at an extremely high volume for effect on this occasion.

This unease and remembered discomfort is then rekindled throughout the film by the regular inclusion of the plant at the edges of sets, at the front of establishing shots, or as the scene of dramatic action. This is an archetypal beginning to a cinematic thriller, prefacing the narrative with the crime at its centre.

The camera slowly pans over the bloodied, bruised body of a woman wearing a wedding ring. The movement of the opening shot is significant, replaying an Australian cinematic convention in which the landscape appears to draw its victims into its depths or barren expanses. It is a tracking shot presented from the victim-character’s point-of-view and seems to follow the desire of that character into mysterious manifestations of landscape.

The camera then cuts away to Scene 2 with Leon and Jane engaging in urgent, impersonal sex. Death and sex are continuously juxtaposed in this manner, giving rise to a feeling of quiet desperation lurking within our everyday lives.

What is Lantana About in a Nutshell?

At first glance, Lantana looks like a murder mystery thriller, an essay in love or a darkly playful assertion of the role of coincidence and chance in our lives. In the opening scene, the camera delves into the undergrowth until it comes upon the dead body of a woman. We don’t know who she is or what happened to her, but it soon becomes apparent that this disturbing initial image is a premonition. One of three women, we begin to suspect; will end up dead in those bushes. Will it be Sonja Zat (Kerry Armstrong), the frustrated wife of an ill-tempered Sydney Police Detective? Dr Valerie Somers (Barbara Hershey), Sonja’s therapist, whose own marriage has been damaged by the murder of her young daughter Eleanor several years earlier? Or Jane O’May (Rachael Blake), who is having an affair with Sonja’s husband? The three seem to be more or less the same height and physical type, and each of them is shown wearing sheer black hose like those we have noticed on the dead woman. Which one is it and why?

These questions will generate plenty of dread and suspense before the answers become clear, but the real mystery of Lantana lies elsewhere. Although its short scenes are tense with danger and implication, and a barely suppressed violence courses through even the most casual snatches of dialogue, the film is not a whodunit or a thriller. The real danger, the real mystery, lies squarely in front of us, in the hurt and puzzlement of daily life. In fact the film takes a view of life in a modern city that is rigorously bleak without being entirely hopeless.

In pretending to be something like a detective story and then refusing the reassuringly balanced equations that the genre offers, Lantana manages to hold complexity and coherence in balance. It is a movie, primarily, about the paradoxes of contemporary marriage, in particular about the ways the most intimate relations engender — and indeed are based upon — secrecy and deceit. A corollary paradox is that honesty is only possible between strangers.

Such pessimism is neither glib nor easy, and the film does not entirely rule out the possibility of love or forgiveness. Nor do the filmmakers — or the actors — entirely overlook the comedy that selfishness, stupidity or desperation can be. All the characters are bundles of flaws and unclear needs, and they blindly collide with one another, setting off sparks of calamity and, occasionally, a glow of recognition.

The Characters are Linked by Proximity and Chance

The characters are linked by proximity and chance, knots in an invisible, shifting web in which work, family and social life intersect:

  1. The central figure is Detective Sergeant Leon Zat (Anthony LaPaglia), Sonja’s husband, who seems capable of only two emotions: morose self-pity and volcanic rage. Leon is a mass of contradictions; he loves his wife and family but is playing around with Jane. Mr. LaPaglia, with his dour presence, is able to suggest a range of feeling that has been drained from Leon by the onset of middle age. Leon carries disappointment around within him like the extra pounds he tries to jog away. His affair with Jane — ”a one-night stand that happened to last two nights” as he brutally puts it — is a desperate attempt to jolt himself into feeling. Sonja’s therapy sessions, which Leon doesn’t know about, serve an analogous purpose: they offer a chance to explore with a stranger the feelings she can’t voice at home.
  2. Sonja Zat is the linchpin that holds the Zat family together as a supportive wife and loving mother of her two sons.       While Sonja has concerns about her marriage she is willing to proactively seek advice from Dr Valerie Somers and enough commitment to try to work through the issues that trouble her. When Leon admits to his infidelity, Sonja forgives him which is testimony to her love.
  3. Dr Valerie Somers, for her part, becomes convinced that another of her patients, a young gay man named Patrick Phelan (Peter Phelps), is having an affair with her husband, John Knox (Geoffrey Rush). There is something superstitious about this idea, which Leon will later latch on to and something seductive as well. Even as she torments herself with the idea of John’s secret sexuality, the thought of him and Patrick together offers an explanation for their domestic misery as neat as the solution to a detective story.
  4. John Knox is Valerie’s husband, a professional academic, Professor of Law. He is a private and reserved man whose response to their daughter Eleanor’s death is diametrically at odds with his wife. He privately grieves his daughter by leaving flowers at the site of her murder. John resents Valerie’s emotional dependence and resists intimacy with her.       By admitting to being home on the night that Valerie went missing it shows the audience he is an equally flawed individual like the other characters in the film. He does love Valerie but admits that “sometimes love isn’t enough” (Scene 72).
  5. Jane O’May is in direct contrast to Sonja.       As the ‘other woman’ in the affair with Leon Jane does not invite our sympathy but we realise she is lonely and vulnerable. She is deliberately looking for new romantic options and joins the Latin dance class as a way to meet people. Jane is driven by disappointment as her marriage has not proved satisfactory, nor is her single status offering the opportunities she had hoped for. She envies Nik and Paula’s relationship and often looks out the window at the comings and goings of the house next door. The final image of her dancing by herself, cigarette in one hand and drink in the other, is testament to what Paula says to her “Haven’t you got anything better to do than spy on your neighbours?” (Scene 56).       The simple answer appears to be no.
  6. Pete O’May is separated from his wife Jane but he struggles with his life without her. The marital break is not of his choosing and he hopes for reconciliation but he is unwilling or unable to move on. Even when Jane asks him for help to mind the neighbours’ children late at night, Pete helps willingly, only to eventually drive away from his home a lonely figure.
  7. Paula D’Amato is a hard-working mother of three young children. Her life is not easy juggling extra shifts at the hospital to cope with her husband Nik being unemployed. Regardless of her considerable responsibility as the family breadwinner she is a contented woman, sustained by her own inner strength and a secure, loving relationship. She loves Nik unconditionally and is prepared to trust him without question. When Nik is a suspect in Valerie’s disappearance, Paula knows Nik had done nothing wrong, simply because ‘he told me’ (Scene 87), which sums up her absolute faith in her husband.
  8. Nik D’Amato is a good-natured, easy going man who loves his wife Paula and family. He is a committed family man who looks after the baby and continues job hunting while Paula works. When he is apprehended by the Police regarding Valerie’s disappearance he calls out for Paul as he needs the reassurance of her love and strength. His generosity gets him into trouble when he stops to give Valerie a lift.       Unfortunately for Nik when Valerie runs frantically into the bush he simply leaves her then disposes of her shoe. Once news of Valerie’s disappearance hits the news, Nik realises he is trapped and asks “Who was going to believe me?” (Scene 85).
  9. Claudia Weis is Leon’s Detective partner in the Police and as a result of their close working relationship, she understands him well. Claudia does not always approve of what she observes and does not hesitate to tell Leon so. She is equally blunt with regard to the marital hole Leon is digging for himself and although she covers for him about his relationship with Jane, she admires Sonja and resents being drawn into any deception.
  10. Patrick Phelan is a client of Valerie’s. He continually tests Valerie’s professionalism as a psychiatrist which in turn threatens her by his provocative manner. As Valerie is emotionally vulnerable she entertains the bizarre, and totally unfounded, suspicion that Patrick is having an affair with her husband John. Patrick sees love as “a contest” (Scene 26) with winners and losers. In the end his married lover goes back to his own family, leaving Patrick alone again.

Structure of Lantana

Certainly Valerie’s disappearance is the catalyst that drives the story line. Andrew Bovell said that “It is like a stone dropped into a still pond, the ripples circling out and affecting all that they touch”. The text commences with reference to her death and then goes back to explore the sequence of events that led to the accident so that the film creeps up on you and you find yourself haunted. However, the plot is also character-driven with a number of interacting narrative threads:

  1. Sonja and Leon’s marital dilemma
  2. Leon’s relationship with Jane
  3. Jane’s estrangement from Pete
  4. Eleanor’s murder and its impact on Valerie and John
  5. The Police investigation into Valerie’s disappearance
  6. Nik’s complicity in the case and its effect on his relationship with Paula
  7. Claudia and her mystery man’s blossoming rapport
  8. Patrick’s affair with his married lover and the way this impacts on Valerie

Significance of the Lantana Bush as a Motif in the Film

Lantana is a noxious weed that has small colourful blooms that hides dense, thorny undergrowth which intertwines itself with other plants and eventually smothers them. The bush is a symbolic motif of the tangled relationships the movie explores — marriage, chance acquaintanceship, the prickly bond between therapist and patient — is clear enough. The movie, accordingly, finds traps and snares beneath the most benign and ordinary interactions as writer Andrew Bovell uses the plant to represent the intertwined relationships in the film. Although the Lantana bush looks beautiful with its brightly-coloured flowers, in reality, it is dense and spiky and this represents how the relationships all look fine on the surface but really there are many factors that contribute to their failings. The epigraph promoting the drama says “It’s tangled”. The Lantana motif also represents the complexity of love itself, its possibilities, its permutations and its dense emotional threads.

Throughout the film the image of Lantana keeps reasserting itself. A common thread is the way in which Lantana hides secrets:

  1. The mystery of the woman’s body at the beginning
  2. The children’s game of hide and seek
  3. Valerie’s shoe
  4. Jane hides from Nik in the thick undergrowth
  5. Eventually when the mystery is resolved, the Lantana yields up its secrets in the form of the body of Valerie

Other Motifs and Meanings in Lantana

Lantana explores the ideals of trust, respect, truth and reality, honesty, love and loyalty, love and marriage, betrayal, yearning and loss through the lens of the many characters in the film. Even characters that are not obviously deceitful are forced into lies or half-truths. Nik lies to Pete about Jane, Claudia covers for Leon’s infidelity, Leon’s son lies to his mother about Leon’s message when he says “He’s sorry, he loves you and he wants you to stop being angry with him”. The film is deliberately constructed to help the audience draw out as much meaning as possible.

  1. Jogging / Running = Jogging or running appears at several key moments in the film. It is often symbolic of a character’s struggle for freedom or escape. Early in the film Leon is seen running, ostensibly to improve his fitness, or may be to impress his new lover. In a very real way he is running from his life and responsibilities, a run that is cut short by the sharp pains in his chest. Even when he is trying to set himself free he is constricted by tightness in his chest, as though his depression has a grip on him. Leon’s collision with another jogger is another reminder of the damage that he is doing to those around him on his quest for personal fulfillment.
  2. Dancing = Dancing appears in the film on many occasions:
  • The Latin dancing classes that Jane, Leon and Sonja attend
  • The Latin Dance Club that Sonja goes to
  • Jane and Sonja dancing together
  • Jane dancing by herself at the end
  • Leon and Sonja dancing together at the end of the film

In many ways dancing stands in for the lack of intimacy in the character’s lives. Sonja seeks the passion that no longer exists in her marriage but in the end Leon is able to rediscover his passion for Sonja and they dance together. Jane is also searching for passion and romance (something that was missing from her marriage). Dancing alone at the end of the film we are aware that Jane is yet to find fulfillment.

  1. Windows = Windows are used throughout the film to signify distance and separation. Jane is constantly watching her neighbours’ ‘happy’ lives unfold through her window but she is not able to participate in this which is an emotional barrier being signified by an actual one. Claudia’s mystery man is seen through the windows of the restaurant highlighting their separation. Then compare this to the end when they meet in the restaurant without any barrier. Valerie and John are kept from their absent daughter by the window at the bookstore but forced to look on and unable to reach her. Patrick is removed from his lover as he looks through the window onto his ‘happy life’ but it is the unattainable he can see but not touch much like Jane. Leon must walk through the windowed door to reach out to Sonja to finalise reconciliation.
  2. Jewellery / Clothing = Jewellery and clothing serve as reminders of things lost in Lantana, drawing out emotion from the characters. Jane’s earring is the first notable personal item, a memento of her past life with her husband Pete, the loss of it during a romantic tryst with another man gives an insight to the audience of the complicated nature of these characters’ lives. Pete also lingers over the pearl earrings when he revisits their home when Jane is out. Both Jane and Valerie’s wedding rings are highlighted at points during the film. Jane discusses cutting hers off as it is on too tight which represents her being unable to extricate herself from her marriage. The marriage has become a burden, a blight and something that needs to be surgically removed, like a cancerous growth. Valerie’s show is the only physical indication of her disappearance, a symbol of Nik’s guilty conscience and later a symbol for Jane’s suspicion as it dominates the sitting room when the Police visit to interview her.
  3. Meals / Eating = Characters very rarely sit together to eat a meal adding significance to the times that they do during the film. They are often times when the characters are able to be open and honest with one another or at least more so than at other times. The breakfast scene with Leon and his family at the start of the film paints him in a sympathetic light, placed at the nucleus of his family home, it would appear to be a moment or normality which is directly juxtaposed with his violence in apprehending a criminal in the next scene. Claudia dining alone at a booth with room for two seems to be waiting, searching for something meaningful to share her life and dinner with. The act of eating together takes on a symbolic value of family connectedness. This idea is further explored in the scene with Patrick’s lover who is sharing a meal with his family while Patrick looks on, isolated and alone.
  4. Cars = Of all the forms of transport, cars are the most isolated and separate from the outside world. Many of the film’s characters travel through the world cocooned inside their cars, disconnected from the world around them, often travelling at night, through the darkness, unable to see what is passing them by. Valerie is forever suggesting to John that they share a car, endeavouring to overcome the distance between them, her suggestions are mostly rebuffed, John preferring to make his own way through the darkness of their lives, he is already disconnected from her. The failure of Valerie’s car, it’s breakdown echoes her own personal, psychological breakdown, she is both literally and figuratively left scrambling around in the dark looking for the way to get ‘back home’. Leon’s final breakdown occurs in his car, it is a personal space where he is protected from the outside world yet he cannot protect himself from his own mistakes and problems, they are locked in with him, his isolation forcing him to face then finally. By getting into someone else’s car (the Latin dance teacher) Sonja is making a connection with another person, a connection which she is essentially uncomfortable with. Nik’s car becomes central to the narrative, it is always on the street / on display / being tinkered with, improved, much like Nik himself his car has nothing to hide. Nik’s car also becomes central to Valerie’s disappearance when he picks her up on a deserted back road.
  5. Recordings / Tapes = The inability of many of the characters in Lantana to communicate directly is emphasized by the use of recordings and tapes to convey important messages. Valerie and Sonja are unable to voice their concerns to their partners but are able to divulge their personal information through the medium of tape. Another symbol of the disconnection between the characters, the tapes serve to bring truth into otherwise confused and secretive situations.
  6. Trust / Deception = Characters in Lantana have an uneasy relationship with the concept of Trust. Sonja and Patrick place trust in Valerie to help them deal with their personal issues as a professional, yet in some way this trust is broken when she disappears. The issues that they come to see her about are to do with whether or not they can trust their partners. Valerie, despite counseling others on the issue, seems to be unable to form a bond of trust with anyone. She assumes her husband is having an affair, she assumes that Nik has an ulterior motive for taking her off the main road. Nik and Paula seem to be the only characters in the film whose relationship is based on trust. Paula’s assertion that Nik didn’t kill Valerie “because he told me” is a damning indictment on the other character’s inability to trust each other.
  7. Grief / Malaise = Both grief and death and grief in relationships are represented in Lantana. Valerie and John’s daughter, Eleanor was murdered several years before, and their marriage has disintegrated as a result of their lack of communication. Valerie has written a book on grief and lectures both publicly and to her patients, but is unable to communicate with her husband. Sonja is grieving for her lost marriage and the distance that has arisen between herself and Leon. Leon’s response to the death of his relationship is more of a malaise, an inability to feel, which drives him towards self destructive behavior and infidelity.
  8. Love / Yearning / Betrayal = Sonja states, in a session with Valerie, that she loves her husband, despite her belief that he is having an affair. For Sonja the pain would not be the affair but the silence that surrounds the affair. Jane has left her husband because she has “fallen out of love with him”. Paula and Nik appear able to weather anything that is thrown at them because they love each other unconditionally. Leon is still in love with his wife but is unable to express this to her until the end of the film. John feels betrayed by Valerie and her public outpouring of grief, his love for her is quiet and painful but very much existent. Patrick is caught out by love, a love that is doomed to end in emotional pain due to the circumstances of his partner.

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