We Have Always Lived in the Castle by Shirley Jackson: The Basics

This Resource is for students in Year 12 studying ‘We Have Always Lived in the Castle’ in AOS1: Unit 3, Reading & Responding to Texts, Analytical Text Response, in the Victorian VCE Mainstream English Curriculum

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Introduction

‘We Have Always Lived in the Castle’ is Shirley Jackson’s last completed novel and, much like the majority of her other works, it features gothic type female characters suffering from mental disorders and the house which represents a place of both security and imprisonment.  The genre is mystery, thriller and gothic set in 1962 in a small town in New England 6 years after the Blackwood family were murdered.  The tone and mood are sinister, frightening and at times darkly humorous.

It is a story about two sisters, Constance and Mary Katherine (Merricat) Blackwood, who continue to live away from the society after the murder of the rest of their family – a crime which is later revealed to have been committed by 12-year-old Merricat herself.  Jackson also describes the two sisters as two halves of the same person, two completely opposite sides of one personality.  Another important thing about this novel is that the home of Blackwood sisters is one of the central themes.  As well as in other Jackson’s works, “the house is a deeply ambiguous symbol—a place of warmth and security and also one of imprisonment and catastrophe” (Zoë Heller, “The Haunted Mind of Shirley Jackson”).  It is the place where the sisters find a sanctuary from the abusive villagers, as well as the place where they are being punished and, in the end, confined.

Through this novel, Jackson challenges the idea of happiness, as well as the morality of both society and individual. These two in particular are in conflict, as is the case in many other Jackson’s stories. Merricat, the narrator of the story, is desperately trying to escape the society and its norms, while those same people are trying to punish her for it. The novel parodies the role of the housewife, but also twists it by making the submissive Constance into a participant in the murder.  The idea of persecution of people who exhibit ‘otherness’ or become treated as outsiders by small town villagers is at the forefront of Jackson’s novel.

Who was the Author Shirley Jackson?

Shirley Jackson was an American writer known primarily for her works of horror and gothic mystery.  She wrote 6 novels, two memoirs and 200 short stories. 

Born in 1916 Jackson herself led a haunted and peculiar life.  In order to escape from her abusive mother “who was disappointed by her daughter and who made it clear that she would have preferred a prettier, more pliable one” (Heller), Jackson married Stanley Edgar Hyman who ended up cheating on her and being jealous of her success. Trapped in another almost hostile household, she appears to have found her way of rebelling through her writing.  As Zoë Heller points out “[t]he motif of a lonely woman setting out to escape a miserable family or a grimly claustrophobic community and ending up “lost” recurs throughout Jackson’s stories”.  Her main characters are mostly female, often women with psychological problems who are being punished by society.  Her novel ‘We Have Always Lived in the Castle’ is no different.  After writing this final novel, “Jackson suffered a nervous breakdown and a prolonged bout of acute agoraphobia that prevented her going outside for half a year” (Heller) not unlike Constance, one of the protagonists.  Jackson died at age 49 in 1965.

1st Person Narrator – Mary Katherine (Merricat) Blackwood

Mary Katherine (Merricat) Blackwood is the main protagonist and the first-person narrator of Shirley Jackson’s novel. She is an interesting character through whose eyes the reader follows the events in what has remained of the Blackwood family. That being said, Mary Katherine is also the most disturbed individual in the novel and is increasingly losing touch with reality, which makes her point of view not only highly biased, but utterly unreliable.  She could be described as a hypersensitive paranoid schizophrenic, sometimes behaving mildly retarded, but only outwardly, inwardly she is razor-sharp in her observations and hyperalert to threats to her wellbeing.

In addition, her characteristics contribute to the creation of the uneasy, strange and gothic elements in the atmosphere of the novel. The book opens with Mary Katherine introducing herself, but her first sentences are disturbing and ominous, also the first clue to the reader that she is not exactly an ordinary character: “I have often thought that with any luck at all I could have been born a werewolf” (p.1). In addition, she says: “I like my sister Constance . . . and Amanita phalloides, the death mushroom. Everyone else in my family is dead” (p.1).

Merricat, like other mentally damaged people, fears change in the unvarying rituals of her household and is ‘domesticated’ by only one person, her older sister Constance.  The way for her to deflect change or threat to the ordinary is to use witchcraft involving a simple magic of ‘safeguards’ that were supposed to ward off bad omens. 

Constance Blackwood – Protagonist and Sister to Merricat

Mary Katherine and her older sister Constance are pure opposites of one another.  While Merricat is lively and energetic, loves to spend time outside, and can be quite aggressive, Constance seems to be more timid, submissive, and reluctant to leave her kitchen.  Constance is perhaps the one who comes closest to the idea of an innocent heroine. Throughout the whole novel, she is trying to justify Merricat’s behaviour and it is possible to ascribe this kind of reaction to extreme fear or love, but both of these emotions are then stretched to the point of being unhealthy. 

Of course, Constance is not mentally healthy to begin with – the most obvious proof being her fear of outer space (agoraphobia). It is certain that the readers will never really know how Constance came to be how she is now; whether she has always been that way or the death of her family and the events that followed are what made her that way. But if it is taken into consideration that it is extreme love what Constance feels for her mentally ill sister, one has to wonder how far that love is ready to go, and what kinds of terror it is ready to justify. But through the characters of Merricat and Constance, Jackson also shows just how cruel and disturbed women can be.

What Prompted the Girl’s Mental Problems?

At this point, the reader also has to wonder what prompted the girls’ mental problems and the murder of their parents, as the murder may be seen as a sort of liberation from potential abuse. Jackson never reveals the family’s history, which leaves enough room for speculation, and indeed, even escalation of the hidden horrors in the family.

The Importance of the Setting of ‘The Castle’

The setting in gothic fiction often plays the key role in the story, so it is no surprise that the setting of this novel is mentioned already in its title. “The castle” is in fact the Blackwood mansion, now almost completely deserted, save for Mary Katherine, her sister Constance and Uncle Julian. The interesting thing about it is that it acts both as the place of security for the sisters, as well as the place of their confinement.

Conclusion about the Novel

At the end of the novel after the fire, the Blackwood sisters willingly barricade themselves in their home in order to escape the abusive society which hates them for breaking their rules. However, by doing so on their own will, Constance and Merricat reverse the trap, making their prosecutors into the submissive ones, the ones who continue to serve and fear the sisters, turning their isolation into a somewhat ‘happy ending’.  The gothic fairy tale is of the more wicked variety, with the ending ironic and literal, the consequence of unrepentant witchcraft and a terrible sacrifice of others.

Main Characters
Mary Katherine (Merricat) Blackwood – narrator & protagonistConstance Blackwood – older sister of Merricat & progatonistUncle Julian Blackwood – brother of John Blackwood & uncle to the 2 girls
Charles Blackwood – cousin to the girls & main antagonistJonas – Merricat’s catHelen Clarke – old friend of the Blackwood family
Stella – runs a café in the villageJim Donell – one of the villagers who hates the BlackwoodsJim Clarke – husband of Helen
Themes
Female power & female powerlessnessHome as a sanctuary or confinementPatriarchal society & male power
Sexual repressionVengeance & dislike of changeSadistic fantasies & hate
Family & gender & human natureInnocence & guilt & punishmentIsolation & sacrifice
Relativity of truthWitchcraftMental & personality disorders
Murder & evil & horrorAbusive society & othernessFear & being haunted
Symbols
Food & ritual mealsThe poisoned sugarThe moon
The Blackwood’s house & its propertyThe cellar in the houseJonas Merricat’s cat
Amanita phalloides – death cap mushroom – poisonousMerricat’s rituals & magicConstance & Merricat’s household rituals
The safe & money  
Irony
Merricat is the actual murderer (situational irony)The villager’s views of justice (dramatic irony)Julian’s view of Merricat (dramatic irony)
Constance as undutiful daughter (verbal irony)  
Imagery
The Blackwood houseThe Blackwood’s landJonas’s restlessness
The moonConstance & Merricat’s appearanceThe village setting

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Go, Went, Gone by Jenny Erpenbeck: The Basics

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This Resource is for students in Year 12 studying ‘Go, Went, Gone’ in the Victorian VCE Mainstream English Curriculum

Genre

‘Go, Went, Gone’ is a novel told in the 3rd person limited point of view and centred on the protagonist Richard’s perspective.  However, at times the narrative does alter perspective shifting to 2 of the refugees’ stories, for example Chapter 13 is from Apollo’s perspective and Chapter 27 from Awad’s perspective.  Erpenbeck uses these brief moments of perspective shift to allow the reader access to thoughts they would not otherwise see.  The work is fiction but the issues in the novel are based in reality regarding the refugee crisis and the German and European response.  The novel draws also on real laws, regulations and events making is grounded in fact and the stories of the men Richard interviews even more powerful.

Structure

The novel has a fairly linear structure, beginning, middle and end with 55 chapters but includes different layers, conversations, Richard’s own thoughts and various events that are important to the refugee’s lives and moments on Richard’s own life journey.  The text also references laws and regulations surrounding the refugees along with other intertextual references, direct quotes and allusions.

The Importance of the Verb ‘To Go’ in the Title

The novel takes its title from the German irregular verb ‘to go’ and its various tense forms ‘gehen, ging, gegangen’ is literally translated to ‘go, went, gone’.  The words ‘to go’ are repeated in several places in the novel.  The phrase ‘Where can a person go when he doesn’t know where to go?’ is repeated on two pages 266 & 267 highlighting the complex issue of where do the refugees go when no country wants them to stay.  The German language is also symbolic of a new life and new possibilities for the refugees but the barrier of not understanding is also problematic when they cannot interpret the complex laws that govern their rights to live and work in Germany.

Libyan Civil War in 2011

‘Go, Went, Gone’ was published in Germany in 2015 at the height of the ‘immigration crisis’.  What was framed as a crisis for European states such as Germany, Italy, Greece, The Netherlands, Denmark and France, among others, was in fact a humanitarian catastrophe affecting some of the world’s poorest nations and resulting in the mass migration of these populations from zones of political instability and violence.  As in the case of Libya, largely caused by direct NATO assault on the existing state.  In 2011 forces loyal to Colonel Gaddafi in Libya clashed with foreign forces trying to remove him from power that escalated into a full-blown civil war where more than one million people fled the country.  Black Africans were being targeted by rebel forces as they tried to flee and were subjected to atrocious violations of their human rights.

Seeking Asylum in Europe

The distance between Tripoli, in Libya, and the Italian island of Lampedusa is only 300 kilometres, but the journey over rough seas, in poorly provisioned, barely seaworthy boats, is a harsh one.  Refugees fleeing Libya often paid smugglers for the journey but many died in transit or are drowned when the ships are wrecked by storms and rough seas before ever reaching land.  Of the few that survive the journey, the process of seeking refuge and asylum is far from easy.  Erpenbeck’s readers will immediately recognise the charged political setting of the novel.  Refugees seeking asylum are kept in a state of permanent uncertainty as to their rights to even apply for asylum, a situation that Erpenbeck examines as a cruel contemporary denial of human rights.

Laws and Regulations on Asylum Seekers

The novel refers to laws and regulations that govern the movement and settlement of migrants across Europe.  The one Richard studies in ‘Go, Went, Gone’ is ‘Dublin II’ that is based on the assumption all EU member states provide refugees with similar levels of protection.  However, the reality is more complex with each country interpreting the regulations in ways that suit their needs and is unfair to the asylum seekers.  Detained in countries like Germany in the novel the refugees are not permitted to work while their papers on asylum are being processed.

The Text from Richard’s Perspective

As Richard, a recently retired classics professor, contemplates what appears to be his own diminishing and solitary future, he encounters a group of men whose collective futures are exceedingly more precarious.  In ‘Go, Went, Gone’, Jenny Erpenbeck dramatises this fateful encounter between an otherwise unremarkable character and the poignantly rendered African refugees.  Richard is an individual who also happens to personify, through his career and academic specialisation, the deeply inscribed values of European civilisation, its classical humanist culture of thought, literature and philosophy – quite a contrast to this very different group of men who have arrived in Germany from outside Europe’s borders, from outside Europe’s cultural identity.

Characters
Richard – protagonist, retired professor of philology becomes interested in the refugee men’s issues. His life journey changes perspective to become their friend & the shared human experience of empathy for their plight.Detlef & Sylvia – close friends of Richard, share history of Richard’s wife’s death & offer him a sounding board for his feelings towards the refugees.Jorg & Monika – friends of Richard’s whose attitudes towards the refugees show a lack of empathy and make jokes about Richard’s relationship with them.
Rashid – Richard calls the Olympian/the thunderbolt-hurler.  Lost his children on the voyage from Africa.  Was a metalworker and is frustrated at his inability to work.Apollo – Richard names him after the Greek God.  He is a Tuareg man from the desert.Osarobo – Richard teaches him piano at his home and he is convinced Europeans think black men are criminals.
Karon – first seen by Richard sweeping and his actions seem futile without hope.  Richard buys Karon’s family land in Ghana.Awad – Richard calls Tristan.  His father was killed by Gaddafi’s men & Awad fled on a boat for Europe.Rufu – a silent and brooding figure that later Richard finds out was prescribed tranquilisers but after his tooth was filled, he came back to full health.
Themes
Immigration & the refugee crisisChanging perspectivesThe meaning of life
Freedom & confinementImportance of the pastBarriers & borders
AccommodationEmpathyStorytelling
Privilege & identityMovement of displaced peopleLegacy of European humanism
Lost futures and German pastGDR & The Berlin WallLaws & regulations on refugees Dublin II
Symbols
The dead man in the lakeLanguage barriers & learning German language ‘go, went, gone’Music & piano
Bodies of waterBordersThe ‘iron law’

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Chronicle of a Death Foretold by Gabriel Garcia Marquez Brief Overview

This Resource is for Year 12 students studying Gabriel Garcia Marquez ‘Chronicle of a Death Foretold’ in the VCE Victorian Curriculum Unit 3 AOS1 Reading and Responding to Texts.

Author

Gabriel García Márquez

Year Published

1981

Type

Novella

Genre

Surrealistic Fiction – magic realist style – as the overwhelming number of accidents, misunderstandings, misinterpretations, contradictions, and confused memories seem to completely undermine reason and human understanding regarding how events unfold in the real world.

Perspective and Narrator

Chronicle of a Death Foretold is told from the perspective of an unnamed narrator, allegedly the author, who pieces together a journalistic narrative of a past event. The story as related by the characters is told in the third person by the narrator, who also uses the first person to describe his own involvement in the story.

Tense

Chronicle of a Death Foretold is told in the past tense.

About the Title

The title Chronicle of a Death Foretold states that the novella is a chronicle, which narrates events in chronological order. However, the author uses the label chronicle with verbal irony (when what is meant is different from what is said), because the events in the story are not revealed in chronological order. Further, the title reveals that the story’s deathis foretold or known in advance—and this death occurs at the very beginning of the novella. So, this too, undermines the real-life, journalistic pretence of the author. In short, the title contrasts with the nonlinear and somewhat mysterious and inexplicable nature of the events in the narrative.

Chronicle of a Death Foretold Character Analysis

Narrator

The narrator lived in the town as a boy, and his mother, sisters, and brother still reside there. He returns to the town decades after Santiago’s murder to find out exactly what happened. He is now working as a journalist, and he uses his skills as an interviewer and investigator to try to tease out the facts about what happened at that fateful time and why.

Santiago Nasar

Santiago is an open-hearted, good-natured, and innately innocent young man. Angela Vicario names him—falsely—as the man who violated her prior to her marriage. The macho code of honour makes him the target of the vengeful Vicario brothers, who seek him out to murder him. For inexplicable reasons Santiago does not learn of the murderous twins’ plan until it is too late, and they hack him to pieces at his front door.

Angela Vicario

Angela is a young, pretty girl of marriageable age whose family keeps a close eye on her to protect her honour. However, inside she is a free spirit who chafes at her family’s overprotection. After she lies about Santiago and the tragedy plays itself out, she lives on her own, guided only by her free will and her love for Bayardo. Angela never divulges with whom she had sex with before her marriage.

Pablo Vicario

Pablo Vicario is the twin brother of Pedro and older brother to Angela. He is a hog-butcher and a hot-headed macho Latino male who is hell-bent on finding Santiago and avenging the honour of his sister, Angela, who supposedly was violated by Santiago before her marriage. It is Pablo who forces his twin, Pedro, to pursue the murder of Santiago even after Pedro feels events have satisfied his lust for revenge.

Pedro Vicario

Pedro Vicario is Pablo’s twin brother and works with him as a hog butcher. Pedro eventually becomes less intent than his brother on finding and murdering Santiago. However, he lets Pablo force him to help with the killing. He is far more affected by the murder and afterward goes off to join the military, where he disappears and is never heard from again.

Plácida Linero

Plácida is an upper-class woman who lives with her son Santiago and servants in a large house on the town plaza. Despite the intention of several townspeople to warn her of the threat to her son, she never learns of the murder plot before it is carried out. It is by chance that Plácida aids in the murder when she bolts the front door as Santiago rushes toward it to escape the Vicario brothers.

Bayardo San Román

Bayardo comes from a rich and high-status military family. He is supremely self-confident and lavish in planning his wedding celebration and in buying Angela the house of her dreams. His confidence is crushed by the scandal surrounding Angela and the termination of their marriage. He nearly dies from his alcoholism. Decades later he is still bitter and closemouthed about the terrible events that occurred during and after his wedding to Angela.

Chronicle of a Death Foretold Plot Summary

Epigraph from Portuguese Playwright Gil Vincente about Falconry & Finding Love

The book opens with an epigraph about falconry: “The pursuit of love is like falconry.” Here, finding love is represented as a form of predation in which the raptor, or the seeker of love, snares a love object almost at random and then kills it. Finding love is likened to a blood sport in which the beloved is a victim of inevitable violence. The quote sets the stage for the fury and violence that love engenders in the novella. It is also likely a critique of the cultural norm of vengeance killing, a custom that must be taught to the men who carry it out, perhaps in the same way captive falcons are trained to hunt on the wing.

People who own falcons train the birds to hunt and then enjoy a rather grisly spectacle. When the falcon is released, its owner watches as it soars upward searching for a bird it can snare in its talons. (This horrific scene mimics the death of Santiago.) The relevance to the novella is clear: Angela seems to pick Santiago’s name out of thin air, the same way a falcon catches a bird in flight. It is his random, strange, and meaningless fate to be murdered just as it is the fate of the falcon’s prey to be the one bird the predator grabs. There are references to falconry, and its lethal arbitrariness, in several places in the novella.

Chapter 1

Santiago Nasar has been murdered. He had gotten up early to go and see the bishop who was arriving on a boat that morning. The day before there had been a large and lavish public wedding celebration in honour of the marriage of Angela Vicario to Bayardo San Roman. Unbeknownst to Santiago, Bayardo had dragged his wife back to her parents’ home the night before because he discovered she was not a virgin. When her twin brothers demanded to know who had deflowered her, Angela said it was Santiago. Her brothers Pedro Vicario and Pablo Vicario swear to murder Santiago as revenge for dishonouring their sister.

The narrator, who grew up in this town, has returned 27 years later as a professional investigative journalist to uncover the truth about why and how Santiago was murdered. Unfortunately, most townspeople have confused memories of what happened. Still, the narrator is determined to unearth the reason that although most of the people in the town knew of the Vicario brothers’ plot to murder Santiago, no one warned him or did anything to stop the killing.

Chapter 2

Bayardo is handsome and rich. He arrived in town in August to look for a bride. The moment he sees Angela Vicario walking with her mother, he falls in love with her. The couple gets married in February. Bayardo’s wedding feast is the most lavish and expensive the town has ever seen.

Angela does not want to marry Bayardo because she does not love him, but because she had a strict upbringing, she must do what her parents tell her to do—and they want her to marry Bayardo. When Bayardo brings her home after discovering her dishonour, Angela’s mother beats her. When the townspeople find out about her dishonour, they are amazed. Angela has always been closely controlled by her mother. How had she found a way to have sex with a man before her wedding?

The narrator, his brother, his friend, and Santiago spend the entire night of the celebration together. Santiago is delightful and carefree. The narrator is certain it could not have been Santiago who had sex with Angela. She must have lied when she named him.

Chapter 3

The Vicario brothers, who are twins, must avenge the lost honour of their sister. They go to the pig butchery where they work and get two long slaughtering knives. They go to the meat market to sharpen their knives, and they boast to all the butchers there that they are going to kill Santiago Nasar. Then they go hunting for him. They roam the town looking for Santiago, and along the way, they tell everyone they meet about the murder they are about to commit. No one in town takes them seriously, so no one bothers to warn Santiago, his mother, or anyone else who might prevent the crime. People think the twins are either too drunk to be taken seriously or that they are just bluffing.

While the Vicario twins hunt Santiago, he, the narrator, his brother, and his friend go up to the newlyweds’ house to serenade the couple. They are unaware that Bayardo is alone in the house, having already returned his bride to her family.

The Vicario twins finally wait for Santiago to return home. They sit in the milk shop, which is across the street from Santiago’s house, and plan to attack Santiago when he returns. They tell each person who comes into the milk shop of their murderous plan. Again, no one takes them seriously or does anything to prevent it. The owner of the shop tells a beggar woman to go to warn Santiago’s mother, but it is not known if she gets the message.

Chapter 4

The Vicario brothers have killed Santiago Nasar with their butcher knives, nearly hacking him to pieces. He dies in front of his home. The mayor orders the town priest to conduct an immediate autopsy, as the body reeks in the heat. The botched autopsy leaves Santiago’s body even more mutilated. The priest concludes that Santiago died of seven fatal stab wounds.

The Vicario brothers turn themselves in to the church. They show no remorse because they feel an honour killing is not a sin. The priest, like most other men in town, seems to agree. Because of an unwarranted fear of reprisal by the town’s Arab community, however, the Vicario brothers are moved to a jail some distance away. Angela Vicario, her mother, and the rest of her family also move out of town, fearful (needlessly) of Arab revenge.

Decades later when the journalist narrator comes to investigate the crime, he tries to interview Bayardo, who refuses to discuss the incident. The narrator locates Angela Vicario living on her own in a distant town, and she agrees to speak with him. She discusses many details of the event but will not say who had sex with her before her wedding day. She tells the narrator that, since the incident so many years earlier, she has fallen in love with Bayardo. She has written him frequent letters for many years, even though he never answers her.

Chapter 5

The people of the town are obsessed by the murder that took place so many years ago. They want to understand how and why it happened—why no one warned Santiago—but they can make no sense out of the senseless accidents and wrong choices that failed to save him.

A few weeks after the murder, a magistrate shows up in town to investigate. He, too, is bewildered by what happened. He cannot understand how everyone in town knew the murder was about to take place but no one warned Santiago or did anything to stop the crime.

The narrator goes on to describe the mischances, misunderstandings, miscommunications, unlucky choices, coincidences, and accidents that seem to have made a whole host of townspeople unable or unwilling to warn Santiago to save him. Perhaps they could not believe he would really be murdered, but it is his fate to be murdered. His fate is foretold when Angela names him and in the inaction of those who know about the killing but do nothing. Santiago meets his fate at his front door where the Vicario brothers butcher him.

THEMES
honour & gender
machismo & marianismo
revengeexpectations on women and men & purity of women
dishonourfairnesssanctity & Christ
deceptionsupernaturalfate & chance
sacrificechoicememory & confusion
death & murdertruth & false truthcomplicity & guilt
authorityloyaltymoral compass
 
SYMBOLS
falconry & birdsthe bishopnatural world
the riverflowers real & artificialdreams
magic surrealismanimalsthe cult of death linked to Christ’s crucifixion
smellsthe weatherflying
Biblical references knives 

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Bad Dreams and Other Stories by Tessa Hadley: The Basics

This Resource is for Year 12 students studying Tessa Hadley’s ‘Bad Dreams and Other Stories’ in the VCE Victorian Curriculum for Unit 3 AOS1 Reading and Responding to Texts.

Introduction

Tessa Hadley is a British writer of 6 novels and 2 short story collections.  Her 10 narratives in ‘Bad Dreams and Other Stories’ are realist in style and set in England between the early 20th century and the present day.  They typically examine the experiences of women, often in terms of the psychological ramifications of family relationships, sexual encounters, or seemingly innocuous events.  The stories turn things upside down into new thresholds that are crossed, pushing character’s feelings of safety into another new perspective on the problem.

Transformation

Many stories deal with transformation and the need for her characters to process new experiences with sometimes seismic shifts of understanding and memory that can occur in a lifetime.  The reader asks if the retelling of the event or relationship helps to clarify how one feels, or does it layer one’s experiences with a new perspective, recasting the memory, changing the plots points?

Experiences

The stories speak deeply to the experience of change and loss and misery dealt to women who care for themselves, for other people, or for abstract principles like love or justice.  While some situations might be considered ‘everyday’ these experiences are shown to be significantly formative, shaping identities or facilitating transitions from innocence to experience. While gaining experience can be revelatory, it can also be fraught with danger and in some stories the characters are punished for their desire to have that particular experience.

What is important is the uncovering of secrets in the revelatory experiences. When secrets are revealed their impact can be shocking as well as enlightening.

Bad Dreams Story Collection
An Abduction p.1-29
3rd person omniscient
Jane Allsop protagonist  
The Stain p.31-55
3rd person omniscient
Marina protagonist  
Deeds Not Words p.57-65
3rd person limited
Edith Carew protagonist  
One Saturday Morning p.67-86
3rd person limited
Carrie protagonist  
Experience p.87-111
1st person
Laura protagonist
Bad Dreams p.113-126
Shifting 3rd person limited
Unnamed young girl protagonist  
Flight p.127-152
3rd person limited
Claire protagonist
Under the Sign of the Moon p.153-182
3rd person limited Greta protagonist  
Her Share of Sorrow p.183-194
3rd person omniscient
Ruby protagonist
Silk Brocade p.195-215 Shifting 3rd person limited
Ann Gallagher protagonist  
  
Themes from Stories
Transformation of a personTransformation of clothes or specific items  Memory & remembrance
DreamsChange  Social status & social change
Relationships between families & couplesGrowth & development of children & naivety  Empathy, sympathy & tenderness
Death, loss & misery & disability  Tragedy & atonementLove, forbidden love & sexual encounters
Identities & crisis of identity  Wry humourEpiphany & perception
Delusions & disappointment  Self-improvementRe-telling of an event
Hope & hopelessness of lifeHappiness in the moment or event  Secrets and their revelations

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The Hate Race and Charlie’s Country Comparative Texts

This Resource is for English students studying in the Victorian Curriculum.  Racism is an important theme comparison between the memoir ‘The Hate Race’ by Maxine Beneba Clarke and the film ‘Charlie’s Country’ by Rolf de Heer.

Why Compare ‘The Hate Race’ and ‘Charlie’s Country’?

Introduction

Maxine Beneba Clarke’s memoir ‘The Hate Race’ and Rolf de Heer’s film ‘Charlie’s Country’ explore the shifting experiences of racism in Australia. The texts foreground the complex and traumatic impact of racism on individuals, as well as the broader social ramifications of institutionalised racism. Beneba Clarke and de Heer shine a light on the corrosive and unexpected impacts of racism, and the way that this can shape an individual’s experience of the world around them. The texts reveal fundamental truths about the role of racism in contemporary Australia.

A comparison of ‘The Hate Race’ and ‘Charlie’s Country’ offers insight into the common experiences of people of colour, whilst also highlighting the unique experiences of First Nations people. The texts focus on modern day events, dispelling any notions of the elimination of racism in modern Australia. They share a grounding in the historical evolution of racism on both national and global scales. They offer insight into two very distinct geographical locations, again revealing the varied manifestations of both institutional and interpersonal racism.

The pain that is central to the experience of the protagonists in both texts is reflected through the prisms of the memoir and film respectively. Beneba Clarke’s work chronicles the experience of a child through the reflective lens of an adult. Conversely, de Heer’s film showcases the cumulative impact of racism on an adult.

‘The Hate Race’ Memoir is an Autobiographical Work

‘The Hate Race’ is an autobiographical work, a factual yet subjective narrative of events, experiences and emotions from the author’s own life. Specifically, the book is a memoir, since it does not reflect on Clarke’s whole life but on a particular and significant period of it – her childhood. The narrative illuminates how this period would inform the rest of her life (as suggested by the Prologue and Epilogue) when the adult Maxine undergoes experiences intertwined with the discrimination she faced for years as a young person. The book can also be considered a form of bildungsroman or ‘coming of age’ narrative that charts the social, emotional, and psychological growth and development of its protagonist.

‘The Hate Race’ situates the experience of an individual childhood within a broader social landscape. Beneba Clarke’s use of the memoir form allows her to paint a vivid picture of the social and historical forces that shaped the experiences of the author and her family. ‘The Hate Race’ offers an account of an Australian childhood that is distinctly recognisable—a fact that makes the characters’ experiences of racism all the more uncomfortable and undeniable.

The Title ‘The Hate Race’

The title signifies for minorities in Australia, life is constantly akin to a race. There is no rest, no comfort, and no sense of home when your mind is preoccupied with all the ways you don’t belong. Being denied a firm sense of self, and constantly being forced to justify one’s own existence is not easy, and becomes a ‘race against time’ to see who can cope and rise above, and who will be swept away along with the tide. If people of colour stop running, they run the risk of being consumed by the hatred themselves and become so cynical and disillusioned that they forget their culture and accede to the Anglocentric, white majority.

Structure of ‘The Hate Race’

The text follows a largely chronological structure, which has the effect of simulating the cumulative nature of Maxine’s experience of racism. There is an acute sense of the role that racism plays in ensuring childhood and adolescence are experienced differently by children of colour. The carefully placed layers of trauma may not have been fully comprehended by the author as a child, but the adult Beneba Clarke reflects the depth and extent of her wounds through a story told ‘just so’ (p. 3). The chapters of the memoir offer vignettes; seminal moments from Beneba Clarke’s childhood to reflect unflinchingly the toll on a life lived as a person of colour in Australia. Again, as Beneba Clarke notes in the text’s acknowledgements, these memories are about a ‘very specific’ (p. 257) aspect of her life. Racism alone is not her life story, but equally her life story cannot be told without understanding racism.

‘Charlie’s Country’ Film is a Fictional Drama

In contrast to ‘The Hate Race’ which is a factual memoir, ‘Charlie’s Country’ is a fictional drama that incorporates some details from life and some elements of the story that comes from the life of the main actor protagonist Charlie played by David Gulpilil. However, de Heer did not want the film to be interpreted as ‘being about one particular (real) individual’ but rather as ‘being about issues much more widespread, much more representative of many individuals’ (de Heer 2014). In this way, ‘The Hate Race’ and ‘Charlie’s Country’ approach some of their common themes from different directions. While the autobiographical genre of ‘The Hate Race’ concentrates on ideas central to the protagonists’ life, ‘Charlie’s Country’ is more interested in the impact of broad issues on an individual.

Rolf de Heer’s ‘Charlie’s Country’ is a stark, fictional film that adopts many of the hallmarks of documentary filmmaking; this is a film that aims to heighten consciousness about the plight of Aborigines impacted by the Australian Government’s intervention, in 2007, in the Northern Territory. The injustice of institutionalised racism is at the heart of this collaboration between Rolf de Heer and David Gulpilil. Their film focuses on the life of one Aboriginal man, Charlie, whose struggles to find a way to live in the modern world whilst staying true to his cultural identity are constantly thwarted by local, white authority figures.

The Title ‘Charlie’s Country’

The title of the film reflects a simple reality – this is Charlie’s country. Rather than a ‘country’ de Heer speaks of the Indigenous notion of connection to and respect for one’s traditional lands and country. Nurturing this connection is a sacred responsibility and the film reminds us that, despite Charlie’s many trials and tribulations, the land on which he lives is truly his own.

Structure of ‘Charlie’s Country’

The film adopts a chronological structure, tracking Charlie’s decision-making in regards to his attempts to regain meaning and purpose in his life as he tries to return to a more traditional way of relating to his environment. The structure of the film is also circular, Charlie ends up back in the place where he began, and seems in a similar state of something like static, confined despair. There is little sense that his journey has been moving forward, rather the places he finds himself (bush, hospital, prison) seem a series of sideways stumbles with no plan or intention. This echoes Maxine’s journey in ‘The Hate Race’, which begins and ends in the adult Clarke’s life, with matching scenes of discrimination, suggesting that her experiences repeat themselves over and over.

Charlie’s Country can be divided into 3 parts:

  • Part 1 – Intervention
  • Part 2 – Bush
  • Part 3 – Jail
Common Themes in ‘The Hate Race’ and ‘Charlie’s Country’
Racism & bullyingDiscrimination– institutional versus interpersonalIdentity – personal and national
PrejudiceGrowing up black in a white countryIntergenerational disadvantage
BelongingResilience & resourcefulnessHopelessness & lack of agency
RepressionGap between generationsPower of language & culture
Struggle of being an outsiderFriendshipTrauma & hate

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‘All Quiet on the Western Front’ by Erich Maria Remarque: The Basics

This Resource is for English students studying in the Victorian Curriculum.

The Author Erich Maria Remarque

Erich Maria Remarque was born in Osnabruck, Germany in 1898. He joined the German Army in 1916 to fight in World War 1, and was wounded. After the War ended in 1918, Remarque published his novel ‘All Quiet on the Western Front’ – ten years later in 1928.

The novel is very realistic about the harsh realities of being an ordinary soldier in war, including none of the usual glory propaganda. It was a firmly anti-war novel and became an instant international success. In 1930 a film based on the novel was released. As the German Nazi party rose to power and prominence, the novel was being attacked as being anti-German or unpatriotic in 1931, and the film was banned. In 1932 Remarque and his wife fled to Switzerland for protection and by 1933 the Nazi Party banned Remarque’s books and burned them on bonfires.

The fact that ‘All Quiet on the Western Front’ is based on the German soldiers’ experiences during War highlights the universal suffering and futility that War brings.

The Novel in Context of World War I – 1914 – 1918 (Estimated 9.7 million military soldiers died)

The First World War was one of the biggest wars that had ever been fought and saw the introduction of weapons of mass destruction such as gas, as well as other new war technology. There are many reasons for the outbreak of World War I, however the trigger was the assassination of Archduke Franz Ferdinand by a Serbian student. Other factors included diplomatic fall-outs, irrational nationalism, and a build-up of military might.

Europe was split into two opposing camps. France, Russia and Great Britain were in the Triple Entente and Germany, Italy and Austria/Hungary were part of the Triple Alliance. On July 28, 1914 Austria/Hungary declared war on Serbia, so Russia began to get ready for war, and then Germany declared war on Russia and (later) France. However, when Germany invaded Belgium – a neutral country, Britain joined the war for fear of follow-up attacks. Later the United States joined the Allies.

After Germany moved into France, the trench warfare began. This was a new method of warfare that had never been tried before and had been a military officer’s brainchild. It meant that both sides had dug trenches underground, and the middle became known as “no-man’s land”. The conditions in the trenches were horrific, especially as they were always wet and muddy and filled with rats, lice and disease. There was shelling and firing by guns all day and night, and no protection from the heat or winter cold. Many soldiers not only died from being hit by guns and grenades, but also from the diseases that were rampant in those conditions or deadly poison gas. The War also caused much mental anguish and suffering for the soldiers.

Propaganda in WWI Why Men Enlisted to Fight – Both British & German

If we look back to the time of the break out of World War 1 – 1914 and before this, the world was a much different and slower place. Mass communication, electronic media and global travel were barely available and this may explain the success of war campaigns to lure young men, some still in school, to sign up and fight for their country.

The values of the time were that:

  • It was an honour to fight for one’s country in a war
  • Those who did not fight were cowards and should be punished
  • People who went to war were heroes
  • There was much glory and pride in being a soldier

At the time, there were people who were ‘conscientious objectors’, who did not believe in war, but standing out for this cause was seen as a betrayal. Thus, we see that in ‘All Quiet on the Western Front’, all of Paul’s class signed up to fight in the war, even though they were so young. The older men in the community were at first seen as too old to fight, so the first soldiers chosen were teenagers and those in their early twenties. The love of country and patriotism was valued highly, even though no one really knew about the horrors of war, back at home. Whilst there were official war photographers, artists, and reporters, most of what they were allowed to report back and produce would have been censored by their governments. All countries used propaganda to create fear amidst their citizens about the enemies, and to reinforce the need for men to sign up as soldiers.

The Truth about the Horrors of War

The truth about the horrors of World War I began to unfold as the soldiers realized they were just fodder for a huge killing machine that was war. Trench warfare was a new ‘idea’ that was being tested, and it allowed for massive amounts of death and disease. Paul and his friends realise when it is too late that there is no glory in this killing machine; they are just here to die. The fact that ‘All Quiet on the Western Front’ is written by a German soldier reflects the universality of the horrors of war.

Poetry about War – Wilfred Owen

Wilfred Owen

The same sentiments and experiences are also found in Allied writing, art-works and poetry written by those who were there – for example poems by Wilfred Owen such as ‘Dulce et Decorum Est’ about the horrors and pity of war. Owen’s poetry presents the utter brutality of trench warfare truthfully. The experience for the soldiers was a shocking one especially as many of the soldiers were just young teenagers who had been fed propaganda about how noble it would be to fight for one’s country in the War. In fact, the common saying was “How sweet and noble it is to die for one’s country”, but the soldiers quickly realised they had just been sent to killing fields.

Plot Summary of the Novel

Paul Baumer, 19 joins the German Army to fight in World War 1. Several of his friends from his class were inspired to join the War by their patriotic school master, Kantorek. They feel they have been tricked after a few weeks at war, as the soldiers are subject to cruelty, brutality, and suffering, often leading to death. In fact, after just two weeks, Paul’s company of soldiers’ experiences losses of over 50% of the men. One of Paul’s friends Kemmerich, also a classmate is in hospital with gangrene and dying. Another friend Muller becomes pragmatic and hopes for Kemmerich’s boots when he dies.

Life is made very unbearable by the cruel and sadistic Corporal Himmelstross. Life in the trenches is disgusting and many men are struck down by disease or death. Soon there are only 32 of Paul’s company remaining alive. Not only is war hell but Paul realises that when he has leave, he feels nothing and is just numb. When he has time to go home on leave for a few weeks, Paul finds he cannot relate to others. However, he goes to visit Kemmerich’s mother and tells her that her son’s death was painless. This lie makes her happy.

Back at war, Paul is forced to stab a French soldier to death and he is filled with remorse and guilt. He realises that the enemy is just another victim of war like all soldiers. Looking through his identification, he learns the man’s name was Gerard and he has a wife and two children, which upsets him even more. By 1918 just before the War ends, Paul is the only original member of his company left. Paul is killed in October 1918. The novel ends with a statement from the Army report for this day as ‘All quiet on the Western Front’.

The Narrator of the Novel

Who is telling this story? The novel is written mostly in the First person from the perspective of Paul Baumer until the end of the book, where it changes briefly to Third person – as a report excerpt. As such the reader follows the rise and fall of Paul’s sense of life and enthusiasm. We feel his betrayal and despair, his inability to feel pain as it may overwhelm him.

Structure of the Novel

It is divided into twelve chapters, where there is some overlap, reflecting the confusion and loss of time. The reader goes on Paul’s incredible journey from innocent adolescent to jaded and despairing ‘hollow man’ who has lost everything. The last few chapters especially reflect the desperate chaos that ensued once America joined the war and Germany was clearly losing the war. Due to the lack of resources and younger men, the dying soldiers were now being replaced by older men, and the pace became even more frantic and destructive. When Paul dies, and his death is objectively reported in the third person of a military report – “All quiet on the Western Front.”

Themes of the Novel

The Horror of War – The novel presents the horror and brutality of war, which was a sharp contrast to War literature before this novel. Traditionally war books, poems, songs etc. glorified war as a patriotic honour and duty. The novel presents war from the point of view of the ordinary soldier so it cannot hide the truth and the horror of the immense suffering. World War I was a complete shock and introduced a ‘new’ method of French warfare – long, drawn out battles, new technology/weapons, which increased the death toll. The novel ends with all the major characters dead – including the protagonist and narrator, Paul.

Nationalism – The novel depicts the lies behind nationalism, exposing it as a powerful tool. Paul discovers that war has nothing to do with ideals, but rather it becomes a fight to stay alive. Moreover, there is no real sense of fighting an enemy. The enemy becomes the government and authority figures that sent them to the War.

The Effects of War on Soldiers – Clearly millions of soldiers died or were seriously injured by the War. Those that did not die and managed to return home would never be the same again. Months or years of constant exposure to physical danger constant attacks and living with fear had severe consequences on their nerves and emotional well-being. To add to this burden, the trenches were filthy, rat-infested and damp/water logged habitats. The soldiers were also dealing with lice infestations and diseased/decaying corpses all around them. Sleep was disrupted; food was lacking or of poor quality and medical care was very limited and poor. This is a toxic burden that made life for the soldiers unbearable. To survive, many of the soldiers had to disconnect from their feelings. As Paul discovers, although this leads to a general numbness that becomes all pervading, it protected the soldiers from mental anguish to some extent. The men became somewhat desensitized to the suffering and deaths all around them.

Friendship Bonds – The bonds between friends and sticking together seemed to be the only thing that kept the men alive and sane, and sometimes even this was not enough. It is especially touching to see how the more experienced soldiers looked after the new recruits who had never seen so much death and suffering. In Chapter 4, a shell-shocked young recruit seeks comfort from Paul and begins to cry as he is supported and told he will soon get used to it. Throughout the novel, Paul and Kat are very close and have a rare moment of intimacy and celebration of friendship as they eat the goose. (Chapter 5) Paul is constantly watching others die, but at this moment with Kat he acknowledges the humanizing power of friendship and relationships.

Betrayal and the Loss of Innocence – These two themes belong together because when the young men, filled with life and hopes for the future entered the war, they had been encouraged to do so by the very people who had guided them their whole lives – parents, teachers, and other authority figures. As soon as they arrived at the war, they were shocked into the reality of what the war was and the first thing they lost was their innocence, and it would have been impossible to feel betrayed by those they had trusted. In fact, Paul and the others see right through the lies and become quickly aware of the reality, and that they are just part of a giant killing machine, and need to be sacrificed to make the governments ‘plans’ a reality. The horror of war is never-ending and the recruits just keep on coming and being sacrificed for some lofty ideals.

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Analysis of ‘The Left Hand of Darkness’ by Ursula K. Le Guin

This Resource is for English students studying in the Victorian Curriculum.

Did you Love The Left Hand of Darkness by Ursula K. Le Guin or Hate it?

Science Fiction as a Genre is sometimes defined as being an analytical and foretelling narrative at which a type of prediction is made.  Quite often Science Fiction is so bizarre that you read it and become so confused you put it down and never pick it up again.

For those students who have read The Left Hand of Darkness did you get the story the first time?  Or did it take you repeated readings to understand it?  Once you read the novel a couple of times so many layers become obvious that you can understand why Le Guin won many prestigious literary awards for her writing.

I must admit the first time I started to read The Left Hand of Darkness I had to ‘get my head around’ the structure of the narrative, the names of the characters, the countries, the Hainnish calendar and Ursula K. Le Guin’s terminology for her fictional Hainnish Universe all set in the year 4870.  While The Left Hand of Darkness is definitely part of the Science Fiction Genre, the narrative does also cover other Genres such as Fantasy, Mythology, Legend, Folklore and Feminism.

This Analysis Uses Shortened Versions of the Names of Characters

In this analysis of The Left Hand of Darkness, I have used a shortened version of the names of the two main characters rather than use their much longer versions that Le Guin has in the novel.  So Therem Harth rem ir Estraven is just ‘Estraven’ and Genly Ai is just ‘Genly’.  All my page number references are for the 1992 Orbit Edition of The Left Hand of Darkness by Ursula K. Le Guin (as pictured above).

Le Guin’s Purpose of Meaning

Le Guin’s purpose in this novel was not, in her own words, “[to predict] that in a millennium or so we will all be androgynous, or [to announce] that… we damned well ought to be androgynous.”  Rather, she is observing that, in some ways, “we already are.”  Le Guin’s purpose is not to convince us to move in a certain direction towards the future; rather, she is enabling us to examine ourselves from a different perspective and embrace alternate forms of identity and reality.

Two Halves of the Whole – Yin and Yang

Once I began to understand that The Left Hand of Darkness is not simply a science fiction novel; I could see how Le Guin’s described the novel in her own words as ‘a thought-experiment’.  It forces us to examine ourselves and the nature of our existence.  It provides a deep, scholarly, metaphorical analysis on gender, patriotism, and the concept of opposites.

The more I delved into the story I began to appreciate the characters of Genly and Estraven and how Le Guin developed the concept of “self and other”.  Then I discovered the clever contrasts Le Guin explored of the binaries and the juxtapositions that exist on almost every level of the novel.

What fascinated me the most was the Daoist philosophy of yin and yang, opposites and reversals, which is shaped so beautifully by Le Guin.  In true Daoist fashion, The Left Hand of Darkness not only highlights opposites for the sake of contrast, but stresses the necessity of accepting both extremes to realise the whole.  The entire story is one of integration, on the personal, international and cosmic level, from existing divisions towards reconciliation and balance.

Le Guin asks us to question the very nature of binaries [dualism] themselves as Estraven said in the lines of the Handdara to Genly (p.190):

Light is the left hand of darkness
and darkness the right hand of light
Two are one, life and death
together like lovers in kemmer,
like hands joined together,
like the end and the way.

The Bond between Genly and Estraven

The central bond between Genly and Estraven is explored by Le Guin with immense subtlety.  Le Guin cleverly describes the changes in a relationship that almost founders on misapprehensions and mistakes.  Estraven is Genly’s surest and most selfless ally, and yet is the person Genly most distrusts.  In his innocence and ignorance it seems that Genly will not survive the power struggles of which he has become the living symbol.

As Genly comes to accept Estraven as he is, he becomes less absorbed, more aware of his actions on his companion and in the end a wiser and more appreciative person.  Genly’s companionship (is it really love?) with Estraven profoundly changes him and how he perceives the alien world that is now his home.  Genly’s growth highlights the notion that one’s own wholeness of being can arise from a relationship in which both parties strive to accept one another.  Estraven admits to Genly that they were “… equals at last, equal, alien, alone” on the Gobrin Ice (p.189).

However, in a heart-breaking reversal of expectation it is Estraven who finally pays the price in chapter 19 ‘The Homecoming’.

The Inhospitable Landscape of Gethen

What I did love was Le Guin’s wonderful creation of the inhospitable landscape of Gethen. The journey that Estraven and Genly make together on foot across the Gobrin Ice is described in all its frozen spendour.  I was awestruck by the bleak beauty of this fictional planet and the prose and imagery of Le Guin as Estraven and Genly trekked through a “deep cold porridge of rain-sodden snow” (p.176), past a volcano with “worms of fire crawl down its black sides” (p.184).  Le Guin took not only Genly and Estraven on a bitter winter journey, but us as readers, as we too saw the raw fury of nature on display in Gethen.

What is the Significance of the Title?

The title comes from the Handdara religion recited in a poem by Estraven on page 190 (shown in detail above).  It refers to dualism and the importance of unity of opposites.

Le Guin’s Style of Writing

Le Guin’s writing style is descriptive with finer details of life on Gethen from architecture to weather patterns, diets to travelling habits.  The novel is a blend of nature writing with anthropology and an understanding of a people’s connection to that place.  Her treatment of Gethen as both a setting and a character infuses her world with vivid descriptions of landscape, character stories, adventures and traditional mythology.

Le Guin’s Narrative and Tone

Some stories are in 1st person narrative when Genly is reporting or from Estraven’s journal but when myths, legends or tales are told the narrative is in 3rd person omniscient.  The myths form a backdrop for the story and explain specific features about Gethenian culture as well as larger philosophical aspects of society.

Le Guin presents the novel as Genly’s field report to the Ekumen so his tone is exact.  As Genly develops understanding of the Gethenians he evolves with more awareness and he becomes descriptive.

Estraven’s chapters take on a journalistic tone since they are journal entries.  The mythological stories have a folk tale tone.

The narrative can also be seen as a Bildungsroman or coming of age story of Genly as his journey of transformation.

The Plot in a Nutshell

The plot consists of 3 major sections and a brief conclusion.  The first section is set in Karhide, the second in Orgoreyn, the third on the Gobrin Ice and the conclusion is set in Karhide.

In a nutshell it is the story of an icy snowbound planet called Gethen (Winter) where a solitary envoy from the Ekumen, Genly Ai is sent to try and persuade the inhabitants of Gethen to join a federation of nations for the purpose of expanding trade and an interplanetary alliance.  Gethen is an isolated and harsh world of ice and snow whose inhabitants are unique in their physiology as they are androgynous beings; neither male nor female.  Unfortunately Genly discovers two hostile nations, Karhide and Orgoreyn gearing up for war and his arrival feeds the rivalries between the two states.

In Karhide, King Argaven is reluctant to accept Genly’s diplomatic mission.  In Orgoreyn, Genly is seemingly accepted more easily by the political leaders, yet he is arrested, stripped of his clothes, drugged, and sent to a work camp.

Rescued by Estraven, the deposed Prime Minister of Karhide, Genly realizes that cultural differences, specifically shifgrethor, gender roles and Gethenian sexuality, had kept him from understanding their relationship previously.

During their 80-day journey across the frozen land of the Gobrin Ice to return to Karhide, Genly learns to understand and love Estraven and is able to fulfill his mission to join Karhide and Orgoreyn within the federation of the Ekumen.

 Major Themes/Issues/Ideas

Language / communication / storytelling / gender / politics/ religion / fear of difference & fear of change / the ‘other’ / acceptance / duty / man & the natural world / warfare / love / human relationships / dualism / yin & yang / unity / loyalty / betrayal / honour / ethnic differences /respecting differences / sexuality/ androgyny

 Symbols and Motifs

Shadows / light / darkness / the ansible [communication device] / religious teachings / keystone / yin & yang / shifgrethor [equality or honour]

Characters – Major

Genly Ai = the first Envoy of the Ekumen on Gethen.  He is the protagonist of the novel, a native of Terra (Earth).

Estraven, Therem Harth rem ir = is a Gethenian from the Domain of Estre in Kerm Land in the southern part of the Kardish continent.  He is Prime Minister of Karhide at the beginning of the novel.

Argaven, Harge XV = is the King of Karhide during the events of the novel.

Tibe, Pemmer Harge rem ir = is Argaven’s cousin and later becomes Prime Minister of Karhide when Estraven is exiled.

Obsle, Yegey, Shusgis = are Commensals that rule Orgoreyn.

Faxe, The Weaver = is a Foreteller of Otherhord

Ashe = is Estraven’s former kemmering

Characters – Minor

Goss = helps Genly find his way to the Fastnesses

Mavriva = is a fur trader who helps Estraven

Thessicher = is a old friend of Estraven but later betrays him

Arek = is Estraven’s dead brother

Sorth = is Estraven’s son

Esvans = is Estraven’s father

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Genly and Estraven Characters from ‘The Left Hand of Darkness’ by Ursula K. Le Guin

This Resource is for Year 11 English students studying in the Victorian VCE Curriculum.

Image result for left hand of darkness imagesLook carefully at the similarities and differences between the two main characters Genly Ai and Therem Harth Rem Ir Estraven in Ursula K. Le Guin’s The Left Hand of Darkness.  The list of differences and similarities between the two characters is from my interpretation only and therefore could be added to by students who develop their own interpretation of Genly and Estraven.

For ease of writing I call Genly Ai (Genly) and Therem Harth Rem Ir Estraven (Estraven) in the notes below.

Estraven and Genly Ai

Genly Ai

Genly’s Differences from Estraven

  • Genly Ai is from Terra (Earth), almost 30 years old
  • 1st Envoy from the Ekumen to recruit the planet Gethen to the Ekumen to become part of a universal and mystical trade venture of planets
  • Different physical characteristics – tall, black skin, strong, less hair, large hands, not built for cold
  • Stereotypical male – heterosexual, sexually active all the time considered a ‘pervert’ by Gethenians
  • Has been in Karhide for 2 years in an attempt to gain favour with King Argaven and convince him and Karhide to join the Ekumen
  • Inability to trust and uncertainty factors influence his decisions & fear of the unknown
  • Gender fear of difference especially the feminine traits of Gethenians which he sees as negative traits
  • Non believer in androgynous Gethenians, can’t comprehend their reactions or faces that he sees as not human but like animals – cat, seal, an otter
  • Often is impatient, quick to despair and then to rejoice
  • Lacks insight to understand and seen as an alien in Gethen is not to be trusted
  • Has trouble communicating and understanding the intricate subtleties of ‘shifgrethor’
  • Unaware of other people’s motives especially Estraven
  • Does not have the qualities of the Handdara in regards to intuition or ‘nusuth’
  • Struggles with too much yang in order to create harmony at the beginning of the novel
  • Effectively in terms of dualism, Genly is the ‘right hand’ of Estraven (Le Guin stresses that each yang contains it’s yin, each yin contains it’s yang)

Genly’s Similarities with Estraven

  • Believes in the mission to persuade the inhabitants of Gethen to join the Ekumen for the purpose of expanding trade and interplanetary alliance
  • Even though Genly has been on Gethen for 2 years he does not give up trying to carry out his mission
  • This is similar to Estraven in his continued mission to join Gethen with the Ekumen as he believes in the benefits of uniting his planet with other worlds even if it means exile
  • Genly is loyal, honourable and idealistic like Estraven
  • They both have sacrificed a lot for their ambitions but see the big picture of helping humanity
  • Both are in exile, Genly from his planet and Estraven from his home of Estre
  • On the Gobrin Ice they both pull together for survival
  • On the Gobrin Ice Genly transforms and understands the significance of the yin and yang in Estraven and the importance of harmony as a whole person
  • Therefore Genly finally accepts Estraven as an androgynous person not as male/female but as one
  • The relationship of Genly with Estraven is described by Le Guin as ‘profound love’ and one that changes Genly

Therem Harth Rem Ir Estraven

Estraven’s Differences from Genly

  • Estraven is from the Domain of Estre in Kerm land, a southern end of Karhide on the planet Gethen (age not sure)
  • Prime Minister of Karhide at the start of the novel
  • Different physical characteristics – stocky, dark, with a layer of fat to protect against the cold, black eyes and sleek hair
  • He is an androgyne, neither male nor female but both, as are all Gethenians
  • Typical androgyne goes into kemmer
  • Had a son Sorve to his brother Arek and swore a ‘vow of faithfulness’ to Arek
  • He had a kemmering with Ashe and they had 2 sons
  • His personal life has been steeped in profound and tumultuous human emotions, involving love and death, which feed his soul
  • He is honest, quick minded, wise, versatile and adaptable, courageous, creative in responding to new situations, a shrewd politician, powerful, aggressive when needed & constantly pushing forward
  • He has a strength of character and diplomacy by preventing Karhide and Orgoreyn from going to war over the Sinnoth Valley dispute
  • Has highly trained skills of the Handdara which makes him respond intuitively doing no more or no less than what is required
  • His spiritualism is an important part of his character
  • He praises ‘darkness’ when it comes and it’s counterpart ‘light’
  • He is not moved by personal desire, interest or advantage and acts spontaneously in accordance with his true nature as the quality of the Handdara teaches
  • He uses his feminine intuition as a good quality and has perfected the balance of yin and yang in his harmonious actions which demonstrates that both male and female characteristics are necessary for survival
  • Effectively Estraven is the ‘left hand’ of Genly and without Estraven, Genly would not have been able to undertake his transformation of character that leads him to a deeper understanding of Gethenians and himself
  • Estraven is willing to sacrifice his life to achieve the success of the mission and the good of the whole world

Estraven’s Similarities with Genly

  • Believes in Genly’s mission to persuade the inhabitants of Gethen to join the Ekumen for the purpose of expanding trade and interplanetary alliance
  • Estraven continues his belief in the mission to join Gethen with the Ekumen as he believes in the benefits of uniting his planet with other worlds even if it means his exile
  • Both are in exile, Genly from his planet and Estraven from his home of Estre
  • Estraven is loyal, honourable and idealistic like Genly
  • They both have sacrificed a lot for their ambitions but see the big picture of helping humanity
  • On the Gobrin Ice they both pull together for survival
  • Accepts Genly as different, but it is the likeness, the wholeness that he understands and the importance of harmony
  • The relationship of Estraven with Genly is described by Le Guin as ‘profound love’ and one that embodies Genly’s physical as well as spiritual journey to greater self knowledge and understanding

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How to Analyse a Cartoon for Language Analysis

This Resource is for Mainstream English students studying Analysing and Exploring Argument in the Victorian Curriculum.

Just as writers and speakers use techniques such as exaggeration, tone and emotive language to manipulate and position readers, so too can cartoonists use many highly persuasive techniques. 

Use the same questioning techniques for analysing cartoons as you do for analysing articles. Ask What / How / Why the author uses his/her language with the intention to persuade the audience to Think (Logos) / Feel (Pathos) / Do something (Ethos).

Snoopy loves very much reading books by BradSnoopy97 on DeviantArt

When analysing a cartoon, ask yourself the following questions:

  • What is the main point of the cartoon?  Does the cartoon align with the author’s point of view on the issue in the article you are also analysing? Be mindful, if the cartoon is a stand-alone, it may have its own point of view that is either the same or different to the article.
  • What is the issue being represented?  What is the context of this issue?
  • Who is the target audience the cartoon creator is aiming for?  What is the intended impact/effect of the cartoon on the reader/audience?
  • Who are the central figures/characters?  What are they doing or saying?  How are they represented?  For example, a cartoonist may represent members of a group as similar to make a point about their powerlessness, their loss of identity, their mindlessness and so on.  Sometimes animals are used to represent humans in order to critique behaviour or an individual’s point of view.
  • What visual strategies are used to persuade the audience to agree with the point of view presented?  Look at:
  • Composition of cartoon – number of items/subjects and their position within the text and in relation to one another
  • Size of cartoon and characters in connection with composition – are the characters exaggerated
  • Layout of fonts used in text – can often use small text but big heads on characters to exaggerate the sarcastic tone
  • Colours and shade – what do the colours symbolise
    • Black = evil/power/death
    • White = purity/simplicity/cleanliness
    • Red = warmth/comfort/anger/embarrassment
    • Yellow = cheeriness/frustration/attention seeking
    • Blue = calmness/tranquillity/sadness/misery
    • Purple = royalty/wealth/wisdom
    • Green = calm/tranquillity/nature/envy
    • Brown = earth/nature/strength/security
    • Red+blue+white = flags symbolise patriotism
  • The focus and emphasis – where is the reader’s attention drawn to first
  • Labelling and stereotypes – often characters are stereotypical ie. blond, blue eyed, suntanned, muscular lifesaver is supposed to be typical Australian male but it is not accurate representation
  • Speech bubbles, dialogue, body text can often state contention or reinforce issue
  • Loaded language – language that has a deeper meaning than is shown on the surface
  • Captions – words outside frame of text can state contention, what do they add and how do they persuade
  • Symbols, motifs, icons – images that represent the ideas or concepts, can appeal to the audience
  • Angles used and white space ie. blank space left – can draw audience away towards some text to make a further impact on the issue or detract from it
  • Obvious tone ie political cartoons are often humorous and sarcastic (use verbal irony)
  • Facial expressions – how do the characters expressions compare to one another, are they expressions we would expect
  • Context to main issue – does the cartoon support or oppose the main issue
  • What is significant about the background and foreground of the cartoon?
  • When writing your analysis discuss how the visual language comments on the issue and how the cartoon creator positions the audience by using the visual techniques.  Keeping in mind what the creator’s purpose is and how the cartoonist wants to position the reader – to think (logos) / feel (pathos) / do something (ethos)

All Resources created by englishtutorlessons.com.au Online Tutoring using Zoom for Mainstream English Students in the Victorian Curriculum

Photograph 51 and My Brilliant Career The Basics

This Resource is for English students studying in the Victorian Curriculum. 

Introduction

Anna Ziegler’s play ‘Photograph 51’ and Miles Franklin’s novel ‘My Brilliant Career’ explore concepts with very different women protagonists.  Both protagonists have their own individual personalities, dispositions, ages and external contexts.  As such it is important to understand the cultural and social surroundings of each character as well as how they are affected by other people and their settings.  In ‘My Brilliant Career’ the characters are all seen in relation to Sybylla Melvyn because it is her ‘yarn’ and so the story unfolds based on her whims and experiences.  Within ‘Photograph 51’, Rosalind Franklin is stripped of participation in the narrative and seems completely unaware of her significance or importance to her society or its later historical record of her achievements.

The Historical and Cultural Context of Both Texts is Important in Comparing Them

‘Photograph 51’ is based on the modern viewpoint of Anna Ziegler and her interest in feminist and historical ideas that reconceptualise key events in history.  The play’s historical context is based around the results of post WWII and movements in the 1950’s scientific world.  ‘Photograph 51’ is a single act play with its action occurring between 1951 and 1953 at a time in Britain when there was a pervasive attitude that a woman’s place was better served in the home than having a career, along with an entrenched gender bias which had tragic consequences for Rosalind Franklin.

‘My Brilliant Career’ was written by Stella Maria Miles Franklin an Australian writer who wrote her novel in 1899 and it was not published until 1901 the year of the Australian Federation.  The novel’s historical context of Australia’s Federation plays a huge role in the narrative that describes a masculine society with aspects of Australian rural life that that held women in a constricting place.  While Ziegler’s play is feminist in its nature, Franklin’s novel is proto-feminist because it comes before the first feminist movements began.  Franklin’s novel was written 7 years before women had the right to vote and they still lacked social and economic prospects.  Franklin has Sybylla reflect that “… it was only men who could take the world by its ears and conquer their fate …” (p.61). 

Both Texts Explore Ideas About

  1. Power in its various forms, including patriarchal power within society of financial, political and legal power; physical and intellectual power.
  2. Identity and its connections with physical appearance, self-perception and the expectations of others.
  3. Women’s roles/gender are shown in differing representations of the feminine in various types of characters but because both Sybylla and Rosalind were independent and intelligent, neither one conformed to social expectations about gender and destiny.
  4. Storytelling and the power of narrative is demonstrated in the power of taking control of one’s own story.  In My Brilliant Career it is Sybylla’s own voice that exposes gender inequality in 19th century Australia and her simple ‘yarn’ becomes other Australian women’s stories of restrictive conformation to society’s standards.  However, Rosalind in Photograph 51 who is isolated and vilified, is unable to take control of her narrative.
  5. Truth and Lies is shown in Zeigler’s play suggests that it does matter who found the answer to DNA with Wilkin’s tacit approval of Crick and Watson’s use of Rosalind’s research data is shown in his comment that it doesn’t matter who found the answer.  Sybylla narrates her own story that seeks her own personal truth as to how she wants to live her life, knowing that because she is a girl, and ugly at that, her ambitions are continually thwarted.
  6. Ambition for Sybylla is boundless and no matter how hard she tries to fit in to her socially acceptable female role she always longs for the “mystical better things” (p.65) in her wish to achieve something.  Rosalind’s ambition is equally intense and her determination and desire to do her scientific work with her personal challenge to be “always right” (p.46), drove her to become a scientist who paid meticulous attention to detail.
  7. Respect for Rosalind is being treated with a level of importance by her male colleagues for the significant work she did for discovery of DNA and being worthy of respect.  Unfortunately only Gosling and Caspar truly respect Rosalind but she is disrespected throughout the narrative by the other hypocritical male scientists.  With Sybylla’s story a coming of age narrative, respect for and of others is part of her development as she is coming to terms with her true values.  Aunt Helen is the only person Sybylla respects; in contrast she loses respect for her father when he drinks and destroys the family’s financial security.
  8. Expectations fall into 3 categories for Sybylla – first, societal expectations of Australia in the 1890’s, second her personal desires balanced against what is expected of her in terms of propriety and correct moral and social behaviour and third a feminist concern of hope for women in a world made for men.  While Rosalind looks back reflects on her desires to live with decisions she has made otherwise she dies in “regret” (p.83) but Sybylla looks forward with expectation, tempered with uncertainty, still seeking independence in an unknown future.

Photograph 51 by Anna Ziegler

Structure & Style

As a single act play, it includes six characters each of whom presents their perspective on events unfolding between 1951 and 1953 at King’s College, London.  There is a juxtaposition of the past and present which interrupts the linear structure of the narrative.  The action of Ziegler’s play mainly focuses upon Dr Rosalind Franklin, a real-life scientist who is arguably the person who discovered the molecular structure of DNA.  Her research was crucial to the three men who would ultimately be awarded the coveted Nobel Prize in 1962.  Ziegler’s characters are therefore all real people; however, she freely admits to altering the time structure of events, re-arranging facts and creating interactions between characters that allow her to creatively explore the main themes of the play.

‘Photograph 51’ is structured as a circular narrative, not quite from the start but as Franklin and Wilkins return to Shakespeare’s A Winter’s Tale at the play’s conclusion, our minds are taken back to their discussion of the play that first occurs.  This doubling effect, or repetition, brings to mind one of the key symbols of the play, the double helix.  Ziegler, as she wants her audience to view events from different perspectives, also ‘relies on characters stepping forward occasionally as a sort of Greek chorus to fill in the background details’.  This is often found in the voice of Caspar who questions the behaviour of Wilkins, Watson and Crick about what really happened.  There are no traditional scene changes but the play looks to alterations in lighting and character groupings to suggest structural shifts.  The action of the play is fluid moving with characters all having equal speaking parts like an ensemble piece. 

Ziegler’s stage directions also indicate to the audience when she is instructing one of her characters to break the fourth wall (talk directly to the audience).  An example is Rosalind’s line: ‘(To the audience.)  I have two tumours.’  With the spotlight on her as she says these words, only the audience is meant to hear.

Feminist Literature & Challenging the Historical Invisibility of Women

The idea of challenging the historical invisibility of women is implicit in the play where the work of an extraordinary woman Rosalind Franklin is made visible.  Ziegler’s play highlights the ways in which stories told by men have worked to minimise or downplay the roles played by women.  According to Watson Rosalind “misunderstood the terms of her contract” (p.13) when in fact crucial details are “changed” after her arrival.  As readers we hope that had Rosalind Franklin lived long enough the Nobel Prize Committee would have surely awarded her a Nobel prize for her conceptual understanding of the structure of the DNA molecule.  However, Ziegler’s play recognises Franklin’s contribution even if the sexist attitudes ingrained in science at the time did not.

When asked about Rosalind Franklin as a feminist, Ziegler argued that was not her intention but audiences may interpret the character differently: ‘But more importantly, I agree that Rosalind wouldn’t want to be considered a feminist icon and I didn’t set out to make her into one.  All I can say is that, if the play has contributed to that sense of her, I hope it’s not because it paints her as a victim, but because it shows that she persevered in the name of the work and the work alone at a time when she had to ignore that it was difficult for her to do so.’

My Brilliant Career by Miles Franklin

My Brilliant Career: Text Classics  by Miles Franklin at Abbey's Bookshop,

Structure & Style

The novel ‘My Brilliant Career’ has a conventional linear structure with Sybylla’s voice telling her own personal growth story during 19th century rural Australia.  Using a male pseudonym Franklin wrote her story of a young woman who was held back socially by a strict patriarchal society.  The novel includes an Introduction by Jennifer Byrne (vii-xiv) followed by a Preface by Henry Lawson and a further Introduction by Sybylla (pp.1-3) then the novel extends across 38 chapters.  Each voice is of Sybylla’s own perspective of the contrasts between the settings from Bruggabrong, Possum Gully, Caddagat, Five Bob Downs and Barney’s Gap. 

The diametrically opposed physical spaces of Caddagat and Barney’s Gap echo the oppositional forces in Sybylla herself (the feminine and the tomboy), and parallel opposing genres of romanticism and realism in the novel.  What is important to note is the Federation Drought of the 1890’s that caused enormous stock losses and many landowners became bankrupt.  The economic depression was a tumultuous time for the young states of Australia with banks failing and unemployment soaring. Sybylla’s novel provides a palpable insight into the terrible conditions of the time along with her descriptions of the harsh weather of “scorching furnace-breath winds [that] shrivelled every blade of grass, dust and the moan of starving stock filled the air” (p.33).

Proto-feminist Novel Challenges Gender Expectations in 19th Century Australia

At a time when it was considered that the only suitable ambition for young women was to marry and raise a family, Franklin has Sybylla set out of the norm and desire to have a career and wish to live an independent life.  In effect, Franklin gives her main protagonist a voice equal to her own abilities.  In Sybylla’s own Introduction (p.1-3) she describes her manuscript as a “real yarn” (p.1) addressing her readers as ‘My Dear Fellow Australians’ (p.1) grouping women and men together under one banner and wanting to be heard.

From a young age Sybylla has a desire to write and throughout her narrative she expresses her opinion of marriage, redefines class boundaries and her completely different views of what was expected of ladies of her time.  Describing herself as “unorthodox” (p.215) Sybylla is seen as different from the norm and at times does perform many “self-analysis” sessions on herself with one of her biggest regrets is that she is ugly.  Forced to acknowledge she is not like the beautiful girls who choose the acceptable pathway of marriage, Sybylla knows she is in a different “sphere” (p.61) intellectually, because her desire is to have a career.  Yet she is also egalitarian seeing herself as an “Australian peasant, cheerful, honest and brave” (p.391).

All Resources created by englishtutorlessons.com.au Online Tutoring using Zoom for Mainstream English Students in the Victorian Curriculum