Monday, 29 February 2016

Dave and Toph's relationship

How does Eggers present the relationship between him and Toph in Chapters 1-5 of ‘A Heartbreaking Work of Staggering Genius’
Eggers presents the relationship between his younger self Dave and Toph as being problematic  in the terms of Dave taking on his brother’s care at a relatively young age, but the warmth of the brotherly love Dave also has for Toph perhaps lightens the dysfunctional aspects of their relationship. By using imagery, metaphors and some amount of foreshadowing in the beginning of the memoir, Eggers communicates with the various audiences/readers both the positive, redemptive parts of Dave and Toph’s relationship as well as the more dysfunctional elements.
In Chapter 1, Toph is only briefly referred to as his shows are ‘in the washing machine’. It could be interpreted that this is Eggers using foreshadowing to suggest that Toph will soon be following in Dave’s footsteps, as well as suggesting that Toph is not yet a large focal point in Dave’s life. As his shows are being washed, it could suggest that Toph has been outside, playing around and generally just behaving like a child, whereas in contrast to this, the various audiences will also see Toph grow up very quickly as a result of having to live with his older brother after they are orphaned. Further on in the memoir, the readers can also see the impact of their mother’s illness and Dave’s lack of responsibility as Toph refers to himself as being the same age as Dave and his friends by using the collective pronoun ‘our’ (‘Oh, I thought he was our age’). This is hugely effective on the reader as they have essentially seen Toph grow up throughout the memoir, and this jolting realisation that Toph has grown up too much too quickly could make certain audiences, such as parents, understand more deeply just how Dave and Toph’s situation has affected them.
Following on from this and Dave’s responsibility of Toph, Dave is presented by the writer as being in control of many aspects of Toph’s education, both formally and informally. Dave attends an ‘Open House’ at a prospective school which shows that he does have some interest in Toph’s education, however some audiences could argue that as Dave sees this as opportunity to meet an ‘attractive, single mother’ and ‘score’, Dave is more concerned about his lack of romantic relationships than the responsible relationship he should be displaying towards Toph. As Dave teases Toph about asking one of the mothers out, Eggers uses the repetition of ‘Please, please don’t’ which expresses Toph pleading tone and how desperately he does not want Dave to ask her out. But the quotation ‘Of course I won’t’ could communicate to the reader that Dave is taking advantage of Toph’s innocence and naivety, specifically the amount of control and influence he has over Toph’s feelings.
As Dave is both Toph’s older brother and parental guardian, this boundary is frequently overstepped in certain parts of the memoir. However as a memoir is in itself incredibly personal and reflective of the writer, this shows the rawness and honesty of Eggers’ writing style although we do know from the preface that some of the memoir has been ‘entirely reconstructed’ and many aspects of it has been changed. During the episode where Dave playfully pretends to fight Toph with a knife, Toph is immediately afraid and tells him to stop, which could be a representation of the blurred lines between Dave’s older brother role and his parental role.
From previously in the memoir, Dave is presented as a protector of Toph, such as in the symbolism of the superhero painting on the wall and Dave’s fear that something bad will happen to Toph. However the audiences do see Dave behave in more of a child-like manner such as when Dave and Toph are playing Frisbee in the park and when Dave introduces Toph to the band ‘Journey’, saying that ‘in our new world, we will be rocking.’
By using the pronoun ‘our’ and ‘we’, Eggers reinforces the idea that it is Dave and Toph versus the rest of the world, and that in contrast to the beginning of the memoir, Toph is now undeniably a huge part of Dave’s life, a part that Dave couldn’t live without. One of the themes throughout the memoir has been Dave’s constant paranoia and anxiety that ‘people are watching him’ and that Toph will be taken away by social services. These pronouns could highlight how isolated Dave feels, particularly as he has very little help and support when it comes to looking after Toph: their older sister Beth goes to college a very long way away.
The reference to a ‘new world’ emphasises to the readers how much their lives have changed, as their whole worlds have been tipped upside down since they were orphaned. However, the quotation ‘we will be rocking’ is significant as it communicates Dave’s determination that despite everything, Dave still wants both him and Toph to have a good life, one that is not continuously overshadowed by the deaths of their parents.
Despite this, Dave is still very concerned with Toph’s safety and wellbeing, as he appears to be very anxious over leaving Toph alone with the new babysitter, Stephen. This could be interpreted as a contradiction because some audiences may see Dave’s parenting skills as inadequate, so Toph may be even safer with the babysitter than with Dave. Eggers uses the oxymoron ‘red/black worry’ in regards to his anxiety that Stephen will hurt Toph as the colour red often has connotations of blood and violence whereas the lexical term ‘worry’ is much less intimidating compared to, for example, ‘panic’ or ‘fear’. This could communicate to the readers how fixated Dave is on Toph being killed and Dave’s fear of loss, possibly stemming from the loss of his parents. This is typical of Eggers’ style as he tends to keep an underlying theme throughout his texts, and in ‘A Heartbreaking Work of Staggering Genius’, this theme is most notably death, loss and illness.


Sunday, 28 February 2016

Commentary

Commentary
I began my prose fantasy piece with a short, declarative sentence to give some context to the story and also introduce the protagonist. I knew I had to use a simple sentence in order to make the story accessible to different audiences/readers, particularly children. I also used the past tense of the verb ‘have’ to indicate that Ellie not believing in fairies was something that had changed. This would make the reader intrigued into what had happened that had made Ellie start believing in fairies. I also tried to subtly reference another fantasy book, Alice In Wonderland by Lewis Carroll with the imagery of Ellie falling.
To keep with the conventions of the fantasy genre, I kept the story in the third person and past tense. The capitalisation of ‘Reality’ emphasized that the fairy world Ellie was in was very different to the one she came from. It also suggested that Reality was a place, rather than a concept, and this kept in line with the fantasy genre conventions as this was a world that could never exist. I described the trees being ‘like ballet dancers’ as I felt like this captured the beauty and grace of the fairy world as well as the elegant structure of the trees.
In contrast to this, I wanted the secondary character, Blossom, to be presented as more confident and grounded. Whilst the stereotypical fairy could be considered quite fragile (‘thin film of glitter’ ‘slender’ ‘fluttered gently’), Blossom’s personality is stronger, shown in the raising of her voice and her ‘cheeky’ smile.
In the final paragraph, I used a lexis that was part of a naturistic lexical field, like ‘tadpole’ and ‘lily’, that were essentially a play on the expression ‘a tad late’. I hoped that the manipulation of these words would emphasize how different Faeland was from Reality. The final sentence ‘welcome home’ was used to spark the reader’s imagination about what this could be interpreted as and the mentioning of Ellie’s grandmother could suggest that she is also supernatural in some way.
In my blog, I used the term of endearment ‘my lovelies’ to show a connection with the reader and make the post more personal and informal. By saying that I knew ‘many of the readers were of school age’ I showed awareness of my audience and who was reading my work which makes the reader feel closer to the writer. I also used the phrase ‘if you’re anything like to me’ to build up a trusting relationship with the audience.

I put my advice in a list to make the post more easy to read, mainly because as the post was intended for a younger audience, I wanted the post to be concise and get to the point quickly. As well as this, I used the pronoun ‘you’ to talk directly to the reader and make it feel as if I was talking specifically to each person individually. However, I was conscious of not overusing this pronoun and coming across as patronising or condescending so I tried to bring the focus back to me with phrases like ‘trust me’ and ‘there’s always one kid…’ In the final paragraph, I asked the readers for their feedback and suggestions so to not separate myself from the reader too much and keep the lines of communication open. 

Blog

Blog
Hiya my lovelies,
As requested by you guys, this is going to be a post all about my experience of college so far. I know many of you are of school age so I hope this helps you out in some way! I’ve decided to compile some of the things I’ve learnt into a list because if you’re anything like me, big walls of text aren’t fun to read.
1.       The first few weeks are hell. A mess of disjointed classrooms, stairs that lead to nowhere and lots of free periods spent wandering through the cafĂ© trying to find either a familiar face or just one that doesn’t look like it’s about to kill you. The only way through this is to be brave. Introduce yourself, ask for phone numbers, take photos of timetables and remember ‘What subjects do you take?’ is always a good conversation starter, unless you’ve approached a young teacher, in which case I’m sorry.

2.       Your free periods are not just a good time to gather your friends together and talk about all the revision you don’t have time to do. Seriously, they’re precious and are a good opportunity to type up some notes, recap last lesson’s work or attend a workshop to ask the questions you didn’t have the chance to ask because there’s always that one kid who thinks that they’re the only person in that class who is trying to learn. Apparently they’re entitled to answering every question and not giving anyone else a chance.

3.       Forget all about cliques. I know back in secondary school it was all: ‘Oh no, only those people sit on that table’ and ‘Oh, we can’t hang out with them because they’re…’ but seriously, in college it’s a different story. If someone is in your class, if someone vaguely knows one of your friends, if someone is sat on their own, if there’s a group of friends you want to talk to…then just do it. You’ll find yourself making loads of really different and interesting friends, and trust me, that’s a good thing.

4.       Go out more. If you’re invited to something, just go for it. You might only know one person, you might know many, you might not even like the activity, but the chances are it’ll be a laugh. You’ll meet new people, you’ll spend time with people who think you’re great- what’s not to love? Even if it means going to some crappy trampoline ‘disco’ on a Friday night and you’re surrounded by little kids (who are clearly judging you), something really awesome might come out of it, you never know.
5.       But saying that, remember why you’re there: to get good grades, to learn about subjects that actually interest you and get a bit more independence. Of course it’s fun to have a much more exciting social life than you did in secondary school (I hope…), but your grades must come first in any situation that doesn’t jeopardise your mental health. So this means you can probably skip seeing your friend for 10 minutes in order to finish off an English essay, but you should definitely remember that there is a life to be had outside of lessons and work.

Thanks so much for reading this guys, let me know if you have any suggestions for my next blog post! 

Fantasy

Fantasy piece
Ellie had never believed in fairies. The tooth fairy, sure, until she was 7 or 8 and she saw her mother sneak into her room with a £1 coin and a note in her hand. But never as real, actually living creatures. That was until last Summer, when she somehow stumbled into a whole other world whilst in her grandmother’s garden.
It had all happened so fast. All she remembers of before was digging around some mushrooms, and then suddenly she was falling, faster and faster like when you think you’re asleep but are then jerked awake. Except she didn’t wake up: this wasn’t a dream.
When she finally hit the bottom, she couldn’t believe her eyes. Everywhere there was colour, some she recognised, others she didn’t. The grass smelt like sweets and everything was coated in a thin film of glitter. Looking at her fingers in disbelief, she could see the pale green sparkles on her fingertips. Walking felt lighter than it did in Reality, as if gravity wasn’t as powerful somehow. When she jumped, Ellie hovered for a good 5 and a half seconds before slowly sinking back onto the ground. All around her there were trees, towering and spiralling upwards. Some were thin and had long, stretched out branches that reminded Ellie of being a ballet dancer and others were tall, great hunks of bark and leaves. When she rested against a tree, a small blue bird hopped onto her hand and peered at her with beady, unblinking eyes. The bird had been knitted so it was made out of the softest wool imaginable and it’s eyes were buttons with a perfect cross stitch holding them together.
“That’s Feather. Sweet, isn’t she?” A voice said from behind her, making Ellie jump. The bird flew away, ascending into the purple-pink sky. There was a girl with long red hair smiling at her gently, swinging her arm from one of the branches and wrapping her slender body around the trunk of the tree. She had startlingly green eyes and glowing pale skin spattered with freckles, but what took Ellie aback the most was her gorgeous wings that fluttered gently. They were just like in the fairytale stories, shining and glittering in the sunlight. You could see flecks of every colour dance in her aura.
“Who are you?” Ellie breathed, too in awe to pretend she wasn’t even slightly startled. The girl grinned cheekily.
“I’m Blossom, the only one around here who knows how to talk to strangers apparently. Don’t worry, the other fairies are just a bit shy. They say I’m too talkative but I guess it comes in handy in times like this.” She raised her voice at the end, obviously laughing.
“Fairies?” A lump formed in Ellie’s throat. Was this it? Was everything she told as a child…true?
“Oh, come on, Ellie! You think these wings are just for decoration?” Blossom reached behind and tugged at the top of one of her wings. It lit up as she did so.
How does she know my name?” Ellie thought to herself as she followed behind Blossom, who seemed to be leading her towards a river.
“I know everything, silly! You’re only a tadpole late: your grandmother said you would be here for around Lily ‘o’ clock but that’s okay. You’re here now and that’s what matters! So Ellie, this is Faeland. Welcome home.”