STANDARD ENGLISH, MODULE B: �CLOSE STUDY OF A TEXT�����The Curious Incident of the Dog in the �Night-Time�by Mark Haddon

HSC ENGLISH STUDY DAY ETA TAMWORTH NSW

ACKNOWLEDGEMENT OF COUNTRY

Overview

Distinctive Characteristics

HSC Examination

Thanks

Module Descriptor

Context �& Background

Concepts

Slide 15-24

Slides 25-30

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Slide 31

Slides 4-6

Slides 7-11

Slides 12-14

Module a Descriptor

Module B: Close Study of Literature

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In this module, students develop an informed understanding, knowledge and appreciation of a substantial literary text. Through their development of considered personal responses to the text to its entirety, students explore and analyse the particular ideas and characteristics of the text and understand the ways in which these distinctive characteristics establish its distinctive qualities.

Context – where, when, who, why.

Specific elements - language, characterization, plotting

Clarification of what ‘appreciation’ means – not about your personal liking or disliking of the text.

Every element of the text is working together for a specific purpose.

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Think about themes / ideas.

Module a Descriptor

Students study one text chosen from the list of prescribed texts. They engage in the extensive exploration and interpretation of the text and the ways composers (authors, poets, playwrights, directors, designers and so on) portray people, ideas, settings and situations in texts. By analysing the interplay between the ideas, forms and language within the text, students appreciate how these elements may affect those responding to it. Students produce critical and creative responses to the text, basing their judgements on a detailed knowledge of the text and its language features.

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Understanding that there are multiple ways of looking at the text…

Using relevant examples from the text in your essay response.

Representations of these things as an expression of the author’s purpose.

The way in which language represents ideas.

Module a Descriptor

Through reading, viewing and listening, students analyse, assess and comment on the text’s specific language features and form. They express increasingly complex ideas, clearly and cohesively, using appropriate register, structure and modality. They draft, appraise and refine their own texts, applying the conventions of syntax, spelling and grammar appropriately.

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Through their analyses and assessment of the text and their own compositions, students further develop their personal and intellectual connections with, and enjoyment of the text, enabling them to express their informed personal interpretation of its significance and meaning.

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Analyse techniques and structure – EG. Narrator vs. Author.

Write draft responses – show teacher, swap with peers!

Writing essays that have a strong thesis (argument) with the use of strong, formal language.

Using the poetic and literary devices and concepts that the writer uses.

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Developing your own thesis – a personal response to a question that is specific to you and your understanding of the text.

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Context: Mark Haddon

• Born in England, 1960s.
• Worked with and cared for autistic people in the earlier part of his career.
• Wrote Curious Incident as a novel aimed at adults, but content led to marketing towards teens.
• Curious Incident highly regarded in the 2000s as an example of literature that deals with disability.
• Later adapted as a successful stage play.

Context: Literature

• Influence of Arthur Conan Doyle’s Sherlock Holmes novels – in several ways (textual references, genre/plot, characterisation).
• Movement towards texts about disability (stepping stone before #OwnVoices movement)
• Bildungsroman (coming-of-age) genre.

Context: Socio-Economic

• Swindon – large town in ‘West Country’ of England.
• British working class –hardship, changing industries, marginalised.
• Schooling – Christopher does not have access to as many opportunities due to working class background and his disability. Non-mainstream school.

Context: Disability

• Autism – what does this mean for text?
• Communication difficulties
• Repetitive behavioural patterns
• Delayed development
• ‘Theory of Mind’
• Not autism – what does this mean for text?
• Haddon has gone on record as saying he deliberately avoided stating Christopher’s disability.
• Why is this important?

Autism and Christopher

• Memory
• Regulating own emotions
• Understanding emotions of others
• Reading social cues
• Shutting down
• Sensory issues – tactile, sound, sight
• Self-soothing

Concepts

Trust and Betrayal

Self-Determination

Communication

One of the key issues faced by Christopher as he is very trusting of others – finds it difficult to know who to trust.

Christopher’s journey towards independence, personal growth and agency. This feeds a lot of the tension between Christopher and his parents.

Different people communicate in different ways. How does Christopher deal with communication and misunderstandings?

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Concepts Explored by the Text

Concepts

Theory of Mind

Love

Unreliable Narration

A theory about the level of awareness someone can have of how other people think. How much can Christopher empathise with others?

The relationships between the Boone family members are strained in different ways – what are the limits and boundaries of their love?

The entire viewpoint of the novel is trapped within Christopher’s perspective, meaning the reader’s experience of events are restricted.

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Concepts Explored by the Text

Structural Concept

Metatextuality

A narrative device in which references are made by characters to the actual text they are inside of. Some examples:

• The book Christopher writes is the book the reader is reading.
• Christopher’s interest in the genre of murder mystery novels is reflected in the book ‘he’ writes.
• Siobhan has Christopher reflect on/explain his writing choices, which helps explain the novel’s style to the reader.
• Mark Haddon’s choice of using a first person point-of-view reflects this use of metatextuality.

Distinctive Characteristics

Look out for:

• Truncated sentences, Lack of abstraction, Similes (not metaphors), Diagrams, Footnotes, Motifs, Listing, Formatting and Font, Repetition, Allusion, Local Dialect, Symbolism

Think about how these distinctive characteristics of the text are used to communicate or reinforce concepts.

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NOTE: There are TWO ‘writers’ in this text – Christopher and Haddon.

Distinctive Characteristic

Similes and Metaphors: A simile involves making a comparison to something else by using the word ‘as’, ‘like’ or ‘than’. A metaphor is when a word is figuratively used in place of the true word. Both highlight similarities for better understanding.

Examples: Christopher is comfortable using similes because they are a clear/obvious way of comparing one thing to another… he is uncomfortable with metaphors as he considers them a form of lying and therefore difficult for him to understand. Other characters, such as Christopher’s father, are able to use metaphors.

Distinctive Characteristic

Lack of Abstraction: An inability to identify relevant points, which makes it difficult to summarise ideas concisely. This can also mean not being able to omit unnecessary information, substitute different words, or use metaphors in place of longer explanations.

Examples: Christopher often gives more information than is required. This includes answering questions from police officers, or when he is explaining something to the reader. It demonstrates the issues that Christopher faces in both understanding those around him and expressing himself in an appropriate manner.

Distinctive Characteristic

Footnotes: An additional piece of information that does not fit directly into the narrative and is hence included at the bottom of the page. Commonly a feature of non-fiction texts, authors of fiction sometimes use it for humour or to give the appearance of authenticity.

Examples: Christopher’s use of footnotes are a reflection of his personality and preference for telling the truth. Footnotes are a convention of non-fiction, and his inclusion of them here to clarify things and cite sources work as another way for him to ensure the truthfulness of his version of events.

Distinctive Characteristic

Motifs: An image, sound, action, idea, phrase, word or anything else that repeatedly occurs throughout a poem. Used as a form of symbolism that suggests a message the author wants to convey.

Examples: Haddon returns to several things on a regular basis throughout the novel to convey key ideas about Christopher and his journey, including the image of the mind as a machine, a reluctance to engage in physical contact, misunderstandings, mathematics and logic, and a liking for small spaces.

Distinctive Characteristic

Truncated Sentences: Short and reduced sentences, usually simple in design. Used by writers to manipulate rhythm or express the way in which people talk, these can convey a quickened pace or the broken patterns of speech.

Examples: Christopher’s no-nonsense and logical way of thinking is sometimes represented with short, simple sentences that communicate facts in the most direct way possible. These sentences are also used by Haddon to provide a point of contrast with Christopher’s longer run-on sentences.

Distinctive Characteristic

Diagrams: Technical diagrams such as schematics and maps are used in non-fiction texts to complement or extend on ideas in the text. When combined with writing they can make a text multimodal.

Examples: Haddon uses diagrams, which are a generic convention of non-fiction texts, to demonstrate Christopher’s interest and abilities. For example, instead of using imagery and description to convey the layout of a setting, Christopher will instead include a map of a zoo. This preference for diagrams indicates that imaginative description is not Christopher’s strength.

Distinctive Characteristic

Symbolism: When something is used to represent bigger ideas or abstract qualities. Symbols carry associations and connotations that help the reader interpret the text and explore its deeper meaning.

Examples: Haddon uses some key ideas and moments throughout the text to symbolise how Christopher sees the world and the specific challenges he faces. This includes Christopher’s use of prime numbers for chapter titles, the dream he has, and his thoughts on astronomic constellations.

Distinctive Characteristic

Formatting and Font: Using CAPITALISATION, italicised font, or bold font to emphasis or differentiate a section of the text. Text can be formatted in a range of different ways to communicate and shape meaning.

Examples: Haddon has Christopher manipulate the text in a range of ways to demonstrate when he is referencing something, highlighting an idea, or experiencing something that he struggles to understand.

Purpose and Form

• Haddon combines the mystery and bildungsroman genres and then filters this through the lens of Christopher’s neurodivergent viewpoint.
• This leads to a unique form and structure as the novel balances Christopher’s desire to write a mystery novel with Haddon’s desire to explore a coming-of-age narrative for someone who faces challenges specific to disability.
• Consider the way in which the novel navigates from one genre to the other and what Haddon’s ultimate goal is.

THE HSC EXAMINATION

Preparing for the HSC Exam

Types of Questions

The Module B Essay Question can be sorted into one of three categories.

1. Specific to your Prescribed Text

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2. Specific to Novels

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3. Generic (applies to all Prescribed

Texts)

PAST PAPERS: https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/resources/hsc-exam-papers

Potential Skills / Understandings Needed

Strong responses to previous questions demonstrated:

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• A clear connection to the question and expression of how Haddon uses structure and style to represent his ideas and purpose.

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• A holistic understanding of the novel that draws upon detailed examples.

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• More specifically, depending on question, being able to link the novel to:
• Neurodivergent (Autistic) perspectives
• Ways in which neurodivergent individuals may be marginalised or empowered in the face of prejudice.
• Use of character and setting.

Practising Thesis Writing

Question Example

Concept + Question = Thesis

Concept Examples

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Trust and Betrayal

Self-Determination

Communication

Theory of Mind

Love

Unreliable Narrator

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Haddon uses his characters to explore love within challenging circumstances.

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Haddon uses Christopher as a representation of how neurodivergent individuals challenge the Theory of Mind.

How does the author use character to create a connection with the novel’s audience?

Haddon uses the character of Christopher to show a journey towards self-determination.

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Christopher’s role as an unreliable narrator shapes the reader’s understanding of the novel.

Further Revision

• To what extent can the book be seen as being about difference rather than specifically about autism?
• How have the generic conventions of detective fiction been used in the novel?
• Just how different would the novel look if it were told from the point of view of one of Christopher’s parents?

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Practising Flexibility

7 Minute Paragraphs

Synthesise

Discuss

Invent

Take past HSC questions or concepts from the text and write as much as possible in just 7 minutes.

Use pre-written quotes + analysis + ideas and rewrite into essay form to practise your ability to reconstitute information.

Debate whether your thesis is the truest meaning of the text with your peers – use examples to support your position.

Use Module C to explore the concepts and language features of Haddon’s writing for your own discursive, persuasive and imaginative pieces.

THANKS!

Go to Lukebartolo.blogspot.com for a copy of this PowerPoint.