‘Heiroglyphics’

1. ‘Heiroglyphics’ Ann Donavon

2. Narrative Style • What narrative perspective is employed in this story and why do you think the author used it? • The story is written in Scots, using a Glaswegian dialect, how does this help the reader to relate to the character more effectively? • How do you feel about the main character Mary? • What event from Mary’s story makes the reader feel most sympathy for her?

3. Mary – what is her character like? • Draw the outline of a head and shoulders on your page • Around the outside note down anything we know about Mary’s physical appearance and external things that we know about her: where she lives, family situation, schooling etc • On the inside, note down anything we know about Mary’s personality • Complete the above task for Mr Kelly and Miss Niven.

4. Imagery in ‘Heiroglyphics’ • Learning Intention: To identify and comment on the effect of imagery in conveying the emotions of characters. • Many images are used throughout Donovan’s short story to highlight how Mary feels at various points in the story. • Your task will be to identify examples of imagery in the short story and comment on how effectively it conveys meanings.

5. Imagery • Imagery consists of similes, metaphors and personification. • Simile: when something is compared to another thing using ‘like’ or ‘as’. • Metaphor: a strong comparison, when something is said to actually be something else – it cannot be true • Personification: when an inanimate object is given human qualities • Write down your own example of each of the figures of speech above.

6. Imagery in ‘Heiroglyphics’ • Task: Identify examples of imagery in the short story and comment on how effectively it conveys meanings. • Example: “ah could never tell them aboot the letters diddlinaboot, and oanyway, naebdy ever asked me whit it wis like” • In Mary’s description of the words she personifies the letters, describing them as ‘diddlinaboot’, meaning that they wouldn’t stay still for her. The personification gives the impression that the letters were mocking Mary and her efforts and this clearly conveys her irritation and frustration with reading.

7. Find the quotation in your story and highlight it • Identify the type(s) of imagery used in each quotations • “they were birlin and dancin roond like big black spiders. A couldnae keep a haunle on them fur every time ah thoat ah'd captured them, tied them thegither in some kindy order they jist kep on escapin.” Para 1 • “The French teacher took wan look at the dug's dinner ah wis producin an tellt me no tae bother.” Para 17 • “he used tae squint at ye through wan eye as if he wis examinin ye through a microscope an hid jist discovered some new strain a bacteria that could wipe oot the entire population a Glesga.” • “If ye kin imagine the class like a field a racehorses then he wus gaun at such a pelt that only the first two or three could keep up wi him… Me, A wis the wan that fell at the furst fence.”

8. Find the quotation in your story and highlight it • Identify the type(s) of imagery used in each quotations • “they were birlin and dancin roond like big black spiders. A couldnae keep a haunle on them fur every time ah thoat ah'd captured them, tied them thegither in some kindy order they jist kep on escapin.” Para 1 • “The French teacher took wan look at the dug's dinner ah wis producin an tellt me no tae bother.” Para 17 • “he used tae squint at ye through wan eye as if he wis examinin ye through a microscope an hid jist discovered some new strain a bacteria that could wipe oot the entire population a Glesga.” • “If ye kin imagine the class like a field a racehorses then he wus gaun at such a pelt that only the first two or three could keep up wi him… Me, A wis the wan that fell at the furst fence.”

9. Find the quotation in your story and highlight it • Identify the type(s) of imagery used in each quotations • “they were birlin and dancin roond like big black spiders. A couldnae keep a haunle on them fur every time ah thoat ah'd captured them, tied them thegither in some kindy order they jist kep on escapin.” Para 1 • “The French teacher took wan look at the dug's dinner ah wis producin an tellt me no tae bother.” Para 17 • “he used tae squint at ye through wan eye as if he wis examinin ye through a microscope an hid jist discovered some new strain a bacteria that could wipe oot the entire population a Glesga.” • “If ye kin imagine the class like a field a racehorses then he wus gaun at such a pelt that only the first two or three could keep up wi him… Me, A wis the wan that fell at the furst fence.”

10. “The class were aw sittin up like circus lions at this point, wonderin whit the ringmaister wis gonny dae next.” “when ye move up tae the big school it's a time when friendships kindy shuffle roond like wanny they progressive barn dances, and ye make new wans an ye lose auld wans and somehow in the middly aw this process ah fund masel oot the dance wioot a partner.” “And his teachin wisnae even as modern as the ancient Egyptians, oot the ark, mair like” “aw ye did wis write write, write till yer erm felt like a big balloon” “Ma writin looked a bit like wee scarab beetles scurryin aboot the page and when he corrected it, it wis as if the wee beetles hud aw startit bleedin.” “The class were aw sittin up like circus lions at this point, wonderin whit the ringmaister wis gonny dae next.” Select five quotations of the above and explain why the image used effectively conveys Mary’s feelings.

11. “The class were aw sittin up like circus lions at this point, wonderin whit the ringmaister wis gonny dae next.” “when ye move up tae the big school it's a time when friendships kindy shuffle roond like wanny they progressive barn dances, and ye make new wans an ye lose auld wans and somehow in the middly aw this process ah fund masel oot the dance wioot a partner.” “And his teachin wisnae even as modern as the ancient Egyptians, oot the ark, mair like” “aw ye did wis write write, write till yer erm felt like a big balloon” “Ma writin looked a bit like wee scarab beetles scurryin aboot the page and when he corrected it, it wis as if the wee beetles hud aw startit bleedin.” “The class were aw sittin up like circus lions at this point, wonderin whit the ringmaister wis gonny dae next.” Select five quotations of the above and explain why the image used effectively conveys Mary’s feelings.

12. Mention the technique used • Quote the specific word/phrase • Give the denotation • Give the connotation • Explain how this reveals Mary’s feelings • Example: “ah could never tell them aboot the letters diddlin aboot, and oanyway, naebdy ever asked me whit it wis like” • In Mary’s description of the words she personifies the letters, describing them as ‘diddlin aboot’,meaning that they wouldn’t stay still for her.The personification gives the impression that the letters were mocking Mary and her effortsand this clearly conveys her irritation and frustration with reading.

13. “The class were aw sittin up like circus lions at this point, wonderin whit the ringmaister wis gonny dae next.” • “when ye move up tae the big school it's a time when friendships kindy shuffle roond like wanny they progressive barn dances, and ye make new wans an ye lose auld wans and somehow in the middly aw this process ah fund masel oot the dance wioot a partner.” • “And his teachin wisnae even as modern as the ancient Egyptians, oot the ark, mair like” • “aw ye did wis write write, write till yer erm felt like a big balloon” • “Ma writin looked a bit like wee scarab beetles scurryin aboot the page and when he corrected it, it wis as if the wee beetles hud aw startit bleedin.” • “The class were aw sittin up like circus lions at this point, wonderin whit the ringmaister wis gonny dae next.” • Select five quotations of the above and explain why the image used effectively conveys Mary’s feelings.

14. Learning Intention - Foreshadowing • To recognise, identify and comment on the effect of foreshadowing • Foreshadowing is when detail is provided that prepares the reader for later events: subtle hints as to what may happen later in the story, in many cases they suggest something ominous • Re-read the paragraph in which Mary describes the secondary school building. Pick out words and phrases that foreshadow what her time will be like there. • Analyse the effect of these words or phrases, explaining how they indicate that things may become more difficult for Mary – connotations!!!

15. Learning Intention: Other characters • To identify the attitudes that other characters had towards Mary and her learning and how this influences the reader’s reactions toward Mary. • Key point: all other character’s and their apparent feelings / attitudes towards Mary are all informed from her own perspective. These may not be the actual attitudes/feelings, but this is what Mary interpreted from their actions and words.

16. Other Characters • Mary’s Mother: How does Mary’s mother feel about her progress in school? Use a quotation to support your answer. • focus on her abrupt interruptions of the teacher and the fact that Mary is re-counting this conversation… what effect is created? • Remmy Wummin: How does the Remmy Wummin react to Mary? Use a quotation to support your answer. • Remember Mary is telling the story, so she must have been aware of how this woman was felling about her – how does this make the reader feel for Mary?

17. The narrative reveals that Mary has to cope with an unsupportive mother.This is demonstrated when Mary mimics the remembered conversation between her mother and primary teacher. The Primary teacher is clearly trying to point out that there is ‘a genuine difficulty’ preventing Mary from progressing; however, the abrupt interruptions from her mother suggest that she blames Mary for her lack of progress: “She's lazy, ye mean.”The very fact that Mary recalls the words of her mother many years after the event, demonstrates how much of an influence her mother’s lack of support had on her. Similarly, this technique of recounting conversations between Mary and influential people during her childhood helps to give the story a sense of authenticity. By giving this greater insight into Mary’s feelings, Donovan encourages us to pity her more.

18. Perhaps the most shocking attitude is that displayed by ‘the remmy wummin’ – a Learning Support teacher who should be used to catering to the needs of these pupils.This is illustrated in Mary’s comment about her attitude: “She wis nice tae me at furst but then when ah couldnae dae the hings she wis geein me she began tae get a bit scunnered.” This description is effective as use of the word ‘scunnered’ is a word from the regional dialect of Glasgow, where Mary is from. This word means fed up and annoyed, and these two qualities that I think the ‘remmy wummin’ should not show in her dealings with pupils.The very idea that Mary recognises this attitude in her brings out our sympathies.

19. Other Characters • Mary’s Primary teacher: How does Mary’s primary teacher treat her in school and how does this reveal her attitude towards Mary? Use a quotation to support your answer and explain what it reveals. • focus on her patronising appraisal of Mary’s skills. • Miss Niven: How does Miss Niven treat Mary? Use a quotation to support your answer and explain what it reveals. • Consider the fact that Mary feels Miss Niven was ‘kind’ to her, but was she doing her job as a teacher?

20. Other Characters • Mr McIver: What seems to be the head teacher’s priority when he discusses Mary with Miss Niven? • How does this convey a sense of disregard for Mary? • Mr Kelly: How does Mr Kelly treat Mary in his classes and what does this reveal about his attitude towards her? Use a quotation to support your answer. Remember to explain what the quotation reveals. • Her friends: How do the other pupils begin to treat Mary at school? Use a quotation to support your answer. Remember to explain what the quotation reveals.

21. Learning Intention: Writing appropriate introductions • All critical essay introductions should follow TARTS • Title • Author • Refer to the question • Themes and techniques • Summary Themes: learning disabilities, social isolation Techniques: Imagery, word choice, turning point, narrative structure, Scots dialect, characterisation, foreshadowing, setting,

22. Sample Introduction • Choose a novel or short story which has an effective ending. Explain briefly what the story is about and go on to show how the writer makes the ending particularly effective. • The short story ‘Hieroglyphics’ by Anne Donovan is an appealing and inspirational short story which shows a girl’s struggle to cope with dyslexia. While the attitude and behaviour of others at times leaves the main character of Mary disheartened or disadvantaged, we are pleased that a moment of realisation occurs towards the end of the story which shows that Mary can overcome herlearning difficultyand be happy with life. Mary’s journey to this realisation is filled with incidents and events which really make the reader appreciate Mary’s determination to find a way to succeed, making the ending more satisfying. Donovan’suse of key incidents along with characterisation, imagery and narrative structure all contribute effectively in portraying the difficulties in Mary’s life, whilstalso creating an uplifting and optimistic tone at the end of this short story.

23. Introductions and Suitable Questions • This short story would be suitable for the following types of questions in the exam: • Discussing a short story which features a character that you feel sympathy for. • Discussing a short story that features a character for whom you feel a sense of admiration. • Discussing a short story that considers a social issue, • Discussing a short story in which a character has to overcome obstacles • Discussing a short story that features an effective ending. • Consider the suitable questions above and write a short introductory paragraph for each, using TARTS, adapting it to suit each of the questions – follow TARTS

24. Learning Intention: To understand the critical essay success criteria and incorporate it essay planning • Success Criteria 1: Understanding • Showing a knowledge of the central concerns (themes) of the text • Showing a knowledge of the text through the ability to use quotations to support your arguments • Showing a clear understanding of the text through an ability to write on it in an unseen context – through relating it to a question • Success Criteria 2: Analysis • Displaying an ability to analyse relevant literary techniques (characterisation, setting, symbolism, foreshadowing, theme, etc.) • Displaying an ability to analyse relevant language techniques (word choice, imagery, sentence structure, tone, figures of speech, etc.)

25. Learning Intention: To understand the critical essay success criteria and incorporate it essay planning • Success Criteria 3: Evaluation • Providing an opinion on the effectiveness of techniques in conveying an concept or theme • Relating to the text and empathising with the characters and their situations • Success Criteria 4: Technical Accuracy • To write accurately with respect to spelling, grammar and punctuation • To structure essays in a logical and clear manner that follows a line of argument

26. Structuring your paragraphs PEEE • P – point (make a statement about the text, linked to the essay question) • E – evidence (use evidence – quotation –to support you point) • E – explain /analyse how the evidence conveys a particular meaning, focusing on a language technique: word choice, imagery, tone, sentence structure, alternate figure of speech etc. • E – evaluate / give a personal response explaining how effective you feel the technique was in conveying a particular concept or theme

27. Planning : PEEEHow is sympathy evoked in the short story? • sympathy evoked in opening paragraph – Mary’s dyslexia • “Ah mind they were birlin and dancinroond like big black spiders. A couldnae keep a haunle on them fur every time ah thoatah'd captured them, tied them thegither in some kindy order they jistkep on escapin.” • Simile – catching a spider, ‘birlin’, ‘dancin’ = frenzied actions and lack of control of spider when catching them just like her abilities with words. ‘captured’ and ‘escapin’ show conflict between Mary and words. • Catching a spider can cause me panic, so helps me appreciate Mary’s issue with words. Makes me feel sorry for her • Follow the example above for four further sections which make the reader feel sympathy for Mary.

28. Effective Ending Questions • Below are paragraph starters for the above focus. Provide quotations, analysis and evaluation points in note form for the each • At the start of the story, Donovan establishes that the main character of Mary has dyslexia and that this is causing considerable difficulties for her. (In this paragraph go on to explain that establishing the character’s struggles in a persuasive way at the start is important because the ending allows us to appreciate her struggle. • The ending is effective because the story that she produces shows that she is both intelligent and creative when she discovers that she can communicate in other ways.

29. Effective Ending Questions • During the story, Mary is often isolated and made to feel different from other pupils. She struggles with the work and pupils even exclude her from social activities as they see her as different. • It is therefore significant that the ending shows Mary reach the realisation that she is really not that different from her peers. • Finally, throughout the story there is a great deal of conflict between the character of Mr Kelly and Mary and it is therefore significant that the ending shows Mary being able to take pride in her work in his class.

30. Effective Ending Plan • At the start of the story, Donovan establishes that the main character of Mary has dyslexia and that this is causing considerable difficulties for her. • “Ah mind they were birlin and dancin roond like big black spiders. A couldnae keep a haunle on them fur every time ah thoat ah'd captured them, tied them thegither in some kindy order they jist kep on escapin.” • The ending is effective because the story that she produces shows that she is both intelligent and creative when she discovers that she can communicate in other ways. • “So ah startit tae write aboot ma journey tae the next world and the hings ah wid take wi me, aw in wee pictures.”

31. Effective Ending Plan • During the story, Mary is often isolated and made to feel different from other pupils. She struggles with the work and pupils even exclude her from social activities as they see her as different. • “ah fund masel oot the dance wioot a partner. And it wisnae nice.” • It is therefore significant that the ending shows Mary reach the realisation that she is really not that different from her peers. • ‘aw different kinds of handwriting’

32. Effective Ending Plan • Finally, throughout the story there is a great deal of conflict between the character of Mr Kelly and Mary and it is therefore significant that the ending shows Mary being able to take pride in her work in his class. • “So ah drew a wee picture of masel wi a cheery face on it, pit ma story right on tap ae the pile and planted the whole lot doon in the centre of his desk.”

33. Sympathy • Note down five reasons why the reader may feel sympathy for Mary. Find a quotation to support each point