Minimum of Two by Tim Winton A Brief Analysis

Minimum of Two is an Anthology [collection of works] of 14 Short Stories

Winton set the stories in post WWII Perth, WA.  The basis of the stories deals with relationships under stress and hardship.  Winton’s style is minimalist with a concern about the metaphysics of life itself.  What unites Winton’s characters is their common humanity.  The degree to which the characters succeed in responding to challenges varies considerably across the 14 stories.  Winton’s characters are ordinary people who do not use a sophisticated vocabulary.  The narrative often refers to characters in generic terms as ‘the boy’, ‘the girl’ or ‘the Man’ which shifts the focus away from the individual and more on the universal dimensions of their experiences.  Winton’s style withholds details that remain unsaid forcing the reader to guess at a character’s deeper reasons for acting in such a way.  Tensions and conflicts are not resolved but manipulated by Winton suggesting that the characters have an ongoing struggle for survival and contentment.

The Title

Is from the story “Minimum of Two” which refers to the insultingly short sentence Blakey receives for raping Greta.  His sentence was 5 years with a minimum of 2 years before parole.  The irony is that while Blakey does not suffer in prison as the perpetrator of sexual assault; Greta the victim ends up with a life sentence after the rape.

The Meaning of the Epigraph [an inscription or quote at the beginning of a book]

The Epigraph points to the central preoccupation of the stories.  Winton shows the contradiction that adding one and one should be two not leading back to one.  The stories point to the constant need and struggle of people to form relationships that effectively make a ‘minimum of two’.  However, in many of the stories the characters are unable to come together with partners, families or friends and often remain isolated from one another, hence still one.

The Stories suggest that we must not be alone

That life, not mere survival, is dependent on our ability to operate as part of a relationship with other people.  We live our lives as wives, husbands, sons, daughters, best friends and parents.  Those who think of themselves as “islands” do not survive.

Key Issues

  1. Experience of Loss – Winton explores the destructive effects of loss on people’s lives and their reaction to that loss.  Many characters internalise loss making them isolated and unable to communicate effectively with others.
  2. The past and persistence of memory – The past haunts characters because of their persistent memory.  Their past prohibits and burdens them so they have difficulty moving forward.
  3. Movement of time through life – The characters experience markers of their childhood, puberty, adulthood, marriage, fatherhood, death and mortality.
  4. Buoyancy of water – The capacity to float in water functions as a metaphor for emotional resilience.
  5. Negotiating gender roles – The text questions the role of men in the home and workplace and its feelings of dislocation.
  6. A sense of place versus desire to travel – Many characters have a strong sense of place especially where they have grown up which often is near water.
  7. Moments of revelation and acceptance – Some stories end in despair while others find moments of understanding and acceptance of their situation.
  8. Sources of moral truth – The central character of the “Everyman” is summoned by death but the text suggests it is up to the individual to make their own moral choices in life.
  9. The other world within this world – Some characters gain a glimpse of religious awakening.

Key Imagery

  1. Blood
  2. Water
  3. Fire
  4. Air
  5. Earth

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Common Themes and Issues in Texts

Image result for pictures of the themes in texts

Common themes and issues in texts are central to the purpose of any text and relate to the author’s values and point of view.

A text may have one or several themes and issues.  An author selects and deliberately arranges material (characters, setting and plot) in a text to explore, support and develop their themes and issues.  These common themes and issues are open to different interpretations by the audience depending on their own context and perspective.

See the common themes bank below that will help you to identify common themes and issues in set texts so you can track their development as the text progresses:

Religion

  •   Power of religious faith
  •   Cultural and religious influences
  •   Restrictive nature of some societies, religions and cultures

Justice

  •   Social, family, peer group and legal

Love

  •   Enduring nature of love
  •   Loyalty and betrayal
  •   Betrayal of love
  •   Betrayal of self
  •   Friends
  •   Workplace
  •   Institutions
  •   Family responsibility/loyalty/love
  •   Power of love
  •   Grief and loss of love

Gender

  •   Gender roles (traditional vs modern)
  •   Gender conflict

Self awareness

Personal journey

  •   Individuality versus conformity
  •   Loss of innocence
  •   Quest for perfection
  •   Loss of self
  •   Importance of place/identity in society
  •   Power of dreams and ambition
  •   Sense of identity and belonging

Conflict

  •   Courage in the face of racial or gender discrimination
  •   Destruction of war
  •   Workplace conflict
  •   Cultural conflict
  •   Racial conflict/prejudice
  •   Family conflict
  •   Global conflict

Shakespearean   Themes

  •   Love versus betrayal
  •   Divine rights of kings
  •   Ambition and power
  •   Evil versus goodness
  •   Image versus reality

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‘The Rugmaker of Mazar-e-Sharif ‘ Themes

The Themes in The Rugmaker of Mazar-e-Sharif includes the importance of the relationship between culture and identity

You have to ask yourself the question, “What becomes of a person in our world if political developments made it impossible for him to live in his own country?”  The politics of displacement creates an identity crisis.  Thinking outside the square about the issue of identity; “Is ‘identity’ portable?”

Conflict has Far-reaching Consequences

The text articulates the many and varied ways conflict affects individuals and communities.  The immediate and personal costs of war are often obvious.  Gorg Ali and Rosal Ali are killed.  Najaf is injured when a bomb explodes above his house and he suffers financial hardship and shame as a result of this injury.  Ultimately, Najaf is forced to flee Afghanistan when the Taliban take control of Mazar-e-Sharif.

Long Lasting Trauma from Violent Events

The text also captures the long-lasting emotional trauma that accompanies these violent events.  Consider Najaf’s emotional state while recovering from his injured leg.  He is uncharacteristically despondent, angry and jealous.  His inability to contribute to the family income and, worse, calling on his brother’s charity, make him feel “sick with shame” (p.137).  While these feelings subside when Najaf is finally cured, other key incidents show that single events have lifelong ramifications.  Najaf’s grief for Gorg Ali, for instance, does not diminish and he sheds disconsolate tears in his interview at Woomera 18 years later.  Najaf’s mother, too, endures lifelong grief.  Just before the rocket attack, Najaf comments, “her heart was still broken after the death of Gorg Ali a year before, and would stay broken for the rest of her life” (p.13).

Indirect Consequences of Living with Conflict

Long-term consequences of conflict also arise indirectly.  Living with conflict makes Najaf perpetually fearful.  He is so accustomed to being threatened that he inanely worries that the Australian authorities have been fed misinformation.  To avoid forcible recruitment into either the communist or mujahedin forces, Najaf has to keep his “eyes peeled” and “one part of [his] brain … always on alert” (pp.152-3).  He is tense, vigilant and constantly “ready to respond” to seemingly imperceptible signals (p.153).  Najaf’s safety and security are constantly undermined.

Insecurity Leads to a Sense of Powerlessness

Najaf sums up this state of mind when he realises, early in his rug-making apprenticeship, that “this future of learning and gaining greater and greater skill all depended on things that I couldn’t control” (p.154).  To cope, Najaf trains himself “not to think too far into the future” (p.154).  This demonstrates a terrible and often hidden consequence of war: people lose hope.

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