Comparing Texts – Never Let Me Go and Things We Didn’t See Coming

Further to my previous post, I have found myself once more, in the learning zone.  Admittedly, not enamoured with ‘Things We Didn’t See Coming‘,  arriving at an interpretation upon which to base my comparative thinking has been a little bit of a struggle.  There goes my former boast about writing essays irrespective of the climatic conditions.

For the fourth time I have read the book, and finally a breakthrough.  I’m a backwards planner and so I have started with a couple of essays to help me solidify my thinking about Amsterdam’s speculative fiction.  I’m happy enough with my ideas but I know that there will be further percolation as I explore more deeply, what Amsterdam has to say.  I’m quite comfortable with Ishiguro given that as a school, we have used ‘Never Let Me Go‘ as a pairing for the last little while.  But there will be different comparative options that admittedly I will need to address.

Anyway…..for those of you wanting a little bit of help as we move into Unit 4, I have written two essays on this pairing.  You will find them under the 2022 VCE Comparing Texts category.

Membership Options

The Learning Pit of Hell

First, a confession…..

Give me a topic and an essay to write and I’m away.  Whether it be

at the local footy ‘carn the Purps’, riding a horse out the bush, sitting next to my concussed son in a poorly lit hospital emergency room, or heading down the parent-teacher highway, I am impervious to environmental conditions when it comes to the formulation of ideas.

But, when it comes to website design and technical issues, I am in Year 9 again, struggling with Algebra.  Yes, friends, I have been in the learning pit.  Wrestling at the bottom of the crevasse, with no harness or rope to guide me, my struggle has been a solitary one.  But I have reappeared.  I have pressed buttons, added plugins, disabled plugins, and sought counsel about things called Java Script.  I have deleted and reinstalled stuff, I have taken deep breaths and gone for runs, returning only to find that the check-out page of my website was still not working.  I have treated people badly.  I have been sullen and have not born adversity with the good grace it deserves.  Short of the dummy spit, I retreated into my internal state of pontification, wondering how to solve a problem when indeed, I did not even understand the nature of the problem in the first place. And whilst deep learning and the learning pit of struggle usually entails enriched insights, this was not so for me.  I have learnt very little about why my checkout page did not work.  Instead, I learnt that if you’re tenacious enough, if you google enough forums, finally you will hit upon something that works.  I have discovered that there are a lot of very smart tech people who love helping the likes of me, and for that, I am very grateful.

And all of this during the first week of the holidays.  Days wasted when I could have been planting spring onions.

Ok, so this is what you really need to know…..

For those of you who like a deal, I have now created some membership options that should appeal to you. My disingenuous genie membership scales are Bronze, Silver, and, you guessed it, Gold.

At a base level, for $10.00 per month, you can sign up and access ten credits which will give you ten download options across any of the content on my website.

Step it up and we have the Silver Membership option for those who are after a few more downloads. Same deal as the Bronze, but here you get 30 downloads for $20.00.

For those interested in accessing all of the available content on my website, sign up to Gold and for a paltry fee of $30.00 (less than 5 coffees these days), you will be able to download any of the content on my website for one month.

Sorry about the sales pitch angle – am polishing up my ‘Achoo’ piece for a Poetry, Pizza, and Performance night at my local Arts Hub – The G.R.A.I.N Store on Friday night. Hope you liked my last post. No point to it, but the act of creating is so much fun.

 

The Flu

Dear friends,
I have been AWOL for awhile. Check out my latest burst of creativity for a bit of a laugh. It was almost worth catching the flu to harness a bit of inspiration. Thanks to Sylvia Plath for this one.

Achoo Achoo

Well flu
I’ve a word or two
For you and your
Gobbledegoo
No Kathmandu
Would do
For the likes of you
You crept right through
The pillowy warmth
Of pockets of goose
Down you swept
Through the gap in my
Neck
Zipped from the nave to the chaps
You flew in the face
Of the shot
In my arm
A protective prick
It would not do
For you and your
Strain
Strange on Wednesday
You came
And sent me to bed
A brief surrender
I knew
I would rise anew
Phoenix-like
I would pursue you
With Sudafed
And cold and flu
Nurofen too
A slew of weaponry
A beef vindaloo
A box of tissues
But alas achoo
You met me head-on
My ambient core
Core of my heart
A plaything in your
Portmanteau
But I rallied again
No! I told you
A honied brew
Of curatives
To decongest the goo
But like glue
You stuck fast
Burning a hole in my
Chest
It’s true I waned
Battle-weary my slippers for shoes
A beanie for hair
Slovenly I stewed
In the residue
Of your putrid pestilence
Idleness may be the devil’s friend
But mine enemy
Your Achilles heel
Was rest
A breakthrough
And so I drew
The covers up
The curtains down
And entreated you
Welcomed you
To a rendezvous
But you stayed true
To your virological origins
Old ghostly flu
Alighting quietly
You flew
From my zipped up Kathmandu
Your silent flight
A coup
For me
But not for all of you
So zip up your Kathmandus
Dear friends do not do as I do
Do not court or woo the flu
For he caught me
And will
Catch you too
Best safety lies in fear, tis true
Beware the fiend beware the flu

Us and Them….

I’m listening to the Audible version of The Hate Race and the reference to a hotel called ‘Man Friday’ is some kind of warped introduction to Australia for ‘new’ Australians Bordeaux and Cleopatra Clarke, circa 1976. As Beneba Clarke documents her parents’ migration story, I imagine them, appalled at the idea of checking into a hotel that bore the surviving vestiges of a would-be outdated colonial mindset. I’m also thinking of Beneba Clarke’s collection ‘Foreign Soil’ and I’m seeing the fragments of autobiography in stories such as Railton Road and Shu Yi. At the beginning of the ‘Hate Race’, a confronting encounter with an abusive driver who tells Maxine to go back to where she comes from, becomes a thread that spins its way through anecdotes of a childhood where the brownness of a little girl’s skin denotes her foreignness. Now I’m thinking of ‘Our Last Great Hope’ by George Packer, an adjunct to a podcast episode of The Minefield with Waleed Aly and Scott Stephens. And although ‘Our Last Great Hope’ is the story of America, I see in it, us too. But the ‘us’ is a collective that is exclusive and ‘us’ and ‘our’ shatters when Sybylla Melvyn, our ‘My Brilliant Career’ heroine opines on the egalitarianism of an emerging Australia, exposing in her veneration of the idea, its exclusiveness.

And now I’m thinking of the publication of ‘The Hate Race’ and its place in the mainstream VCE curriculum. The knowledge that the stories of under-represented Australians are now being studied, is an affirming development in Australia’s story of migration. But then I am back in time, three years ago, when the Melbourne Writer’s Festival was a festival of people and ideas and conversations, held in physical locations, where school students could listen to and meet the authors of the books that we were studying. And we had arrived on a V-Line train that morning, after a three-hour journey, abuzz with the energy of a waking up city. We had made our way uncertainly to Parliament Station and the nearby lecture theatre where our event was to be held. I was sure, based on my previous experience at Federation Square where a congregation of gatherers filled an auditorium to listen to the magic of John Marsden, that the feature event, a gathering of diaspora writers interviewed by no other than Maxine Beneba Clarke, would be a sell-out. We were early. We entered the theatre and sat behind Melbourne Girls High students who had walked half a block to join us. Good seats I thought and congratulated myself on our promptness. But our good fortune was not a result of our timeliness. The fact is, no one turned up. We were there. Sure. But where were the others? I pondered this question as I compared the stadium filled memory of the John Marsden address, with the physical proof of empty unbumfilled seats behind me, and I knew the answer.

I wonder now, about the conversations I am having with my Literature students about racism and the underbelly of an Australia where externalised projections of tolerance conceal a more troubling truth about who we are. Echoes of Stan Grant’s speech, of Adam Goode’s story, of a radio conversation between Eddie McGuire and Luke Darcy about Goodsy coming down from Sydney to perform in a production of King Kong, become one obfuscated memory of a time not long past. I am again, caught in a web of bewilderment, the staggering content, intruding momentarily upon the heavy silence that exists at the end of hope, as I drive a dying mother home from a cancer appointment in the city. And I am hearing again, the blunder of a Collingwood Football Club President who should have known better, my shame also Luke Darcy’s shame as he tries to rewind time and start all over again. But it is too late, the private is public and no amount of sycophantic fawning can undo what has been done. And what was done was what I heard, what I continue to hear, as I sit on the rough-hewn base of a felled red-gum tree, swallowing slowly, mouthfuls of egg and lettuce sandwich and listening to my friends talk about Aboriginal people. It’s Adam Goode’s howl of ‘you’re not welcome.’ Us and them. Ours and theirs. Yours and mine. One minute Aboriginal people are taking all of our jobs, then in a bizarre pivot, in the next sentence, they are welfare-dependent pariahs who wouldn’t work in an iron lung. And I chew and swallow and think of the things I like about my friends, members of the Hate Race who are old and white, and men, and bushies, and I think of all of the things that I don’t like about them being old and white and hating women who play professional sport and hating Abogirinal people who are taking their land and who, more than two hundred years ago were the ungrateful recipients of a better way of living. It is then that I wonder why it is that I am silent and why it is that they have the right to articulate in this amphitheatre of trees and bulrushes and cicadas here on this riverbank, Yorta Yorta country, things so openly, that I find deeply offensive and hurtful.

Then I am back to Maxine Beneba Clarke again and she is waiting to be nominated for student of the week, an honor that will afford her the opportunity of telling her class, who she is. She is silenced, she is erased in a classroom that sees her as other. Finally, she is given the accolade and makes her way to the front of the class, and begins her narrative, only to be cut-off midway through her story, by a censoring teacher. Imploring her to tell the class where she comes from, her uncertainty about a question, loaded with its presumptuous certainty, is interpreted as insolence by a teacher who does not believe her little girl claims. Her mother is not an actress and her parents are not from Britain. The story is erased and rewritten in a primary school classroom and played out all over the country, over and over again. I am putting together the dots from a Literature class just taught, about postcolonial theory and eurocentrism and I see it so clearly, this act of silencing. But it is more than that, and I talk to my class about words like silence, erase, marginalise. We talk about the Stolen Generations (plural) and word choices such as ‘stolen’ rather than ‘lost’ and how euphemisms function to de-centre and eliminate the stories of the marginalised. And whilst I cheer a little when Maxine begins the telling of her story to a class that doesn’t know who she is, I also know how this is going to play out, for it is the Hate Race after all, and predictably, Maxine is shut down mid-sentence. I wonder what’s worse – to be invalidated or to be disbelieved. But she is validated, she is believed, by one lone student in that class, and it is the words of the little girl Jenny that Maxine tears from the sheet of paper of affirmations that affirm nothing but the things that Maxine Beneba Clarke is not, that makes a little girl who has a story, feel important. She is also believed by me. And I know that my students will believe her too. And I don’t want to shut down the story. I don’t want to do what the publisher in ‘Sukiyaki Bookclub’ does in writing a rejection letter, the stinging backhander erasing all that is said about writing that is so beautiful. Praise of writing that is ‘genuinely astonishing’ is coupled with the apologetic assertion that Australian readers are not ready for the characters that inhabit Beneba Clarke’s stories, invalidating once more, the identity of a woman whose voice we need to be ready to hear, and whose astonishing prose we want to read.

The Erratics progress….

The luxury of a football practice match and four hours in ED whilst my son had observations taken for a head injury, has afforded me the time to smash out two essays on ‘The Erratics’. Check out my first intro:

Prompt: The Erratics reveals our propensity to construct stories about our lives. Discuss.

Laveau-Harvie’s memoir ‘The Erratics’ offers insight into the inner-workings of the Laveau-Harvie family, and the life of a mother who is as ‘Mad as a Meat Axe’. The down-underism that sits at the end of a crazy mother’s hospital bed is a warning to hospital staff that who this gaunt 94-year-old woman purports to be, and who she is, are two very different things. Enlisting the validating solidarity of a sister who is a witness to the events of the past, the sister’s story gives weight to the authority of the author’s voice, as the two women begin their campaign to have ‘our mother’ institutionalised in order to prevent her from killing ‘our father’. Unbelieving, a suite of educated medicos evaluate the claims made by ‘gold digger’ daughters, against stories peddled by the nonagenarian. The narrative itself, seemingly embellished and hyperbolic, evinces the idea that real lived experience can be more extraordinary than fiction. Coupled with pathos, the levity that emerges as Laveau-Harvie works to make sense of the ridiculous gives the memoir a vitality that legitimises the bizarre story of a daughter subjected to the antics of a mother who is in the author’s own words, certifiably mad.

And…. the second intro

The Erratics grapples with family obligation and the inescapability of the past. Discuss.

Interred in the mire of family obligation, from which there seems little opportunity of exodus, The Erratics, a memoir by Australian/Canadian author Laveau-Harvie, documents the travails of a daughter who, despite her mother’s attempts at erasing her, is compelled to confront an unpalatable family history that draws her back to the Alberta landscape of her childhood. Her homecoming denotes the inescapability of family obligation and the impulse to finally confront a past that despite the act of trans-continental migration, remains a persistent obstacle to closure.

A bit about the name..

The ridiculousness of naming myself the English Genie, a form of reinvention or self-ridicule, is not lost on me. I am reminded of Piscine Molitor Patel of Life of Pi fame – the campaign against bullying on the front foot, introducing himself to his new classmates, not as Piscine, but writing confidently on the classroom blackboard ‘Pi’, as in 3.142. And a letter in the Greek alphabet. Finding ‘refuge’ in ‘that Greek letter that looks like a shack with a corrugated tin roof, in that elusive, irrational number with which scientists try to understand the universe’, the intentionality of determining the trajectory of his life doesn’t really bode well for Pi who ends up on a boat with a couple of animals in the Pacific Ocean for 277 days. The act of reinvention in The Great Gatsby doesn’t augur well for the pedestrian Jay Gatz either. An encounter with Dan Cody and an indomitable self-belief leads to the transformation of a man named James Gatz of poor Dakota farming pedigree. My story is of little consequence. Bereft of tragedy or heroism there is nothing epic about my tale. I am just Jane, but there is fun to head with a Genie out of the box, and there I am thinking of Plath and the undisclosed contents of a bee-box.

The parent teacher highway – Chapter 18 of The Erratics again….

I’m heading down the highway for parent-teacher interviews – a 50 minute trip along the Murray Valley Highway, and I’m tuning in to Chapter 18 of the Erratics again. Laveau-Harvie is speaking of locking up a crazy mother and the vindication of a mother who knew all along that her children hated her. The urgency of finding a solution whilst the crazy lady is in respite is established. It’s ‘just a respite’ but the ‘focus’ must not be lost – her ‘mental state must be evaluated and she must be prevented from returning home.’ Rehab is set up as a ‘window of opportunity’, the battle lines are drawn. There is the reference to a doctor who tells the sisters to stop ‘agitating’ to have her committed which is accompanied by discussions of how to dispense with the elderly. And there is in the facetious commentary around the problem of the ageing and the problem of lunacy, and the expedient dumping of parents by children wanting to be free, not a callousness, but a deep conflicted sense of responsibility that I hear in the words of Laveau-Harvie. Added to the mix is a sister who sees things differently.

There’s talk of a parade of carers, beginning with ‘the slut’ and I am laughing so hard even though this is the third time I have read/listened to this. There’s a Mitsubishi ute in front of me, leaning to the right – he corrects himself every so often. Two semis, dull yellow in color and inscribed with the name Neal pass me before a Britz van appears in my peripheral vision to the left. Not recognising that he is merging onto the highway, thinking perhaps in his holiday frame of mind that the road he is on and the road he is merging onto, is the one road in a continuous circumnavigational route around this continent, he hits the highway oblivious to my presence. I brake to avoid certain death. A little further on and the story of the carers who are employed to attend to the ailing Mr Laveau-Harvie, in all of their guises transitions into another reflection on the adversarial encounters with the medical fraternity – as the mother waits for her hip replacement and the campagin to have her committed gathers momentum, there is the oppositional reaction of a doctor who disputes the accusation of craziness. I am mulling over the narrative Laveau-Harvie’s mother has spun about hiding escapee Jews in World War Two and the idea of crazy, of lunacy being a way of life, and the idea of not being believed. The anecdotal legacy of a mother’s craziness, the referencing of two stories that confirm the longevity of crazy, is a bizarre addition to a story that is a cumulative history of madness.

And now there are road works and the man who waves his go-slow sign has the glint of crazy about him, an Ivan Milat demeanor, not softened by the greyness of his long beard, and he waves me by and I am pleased, for this stretch goes on, untarred, for some ten kilometres and I am lost in the craziness of the anecdotes of a past where the world is the enemy and two children are fortressed inside their home, the stories of the dangers lurking outside a mother’s reminder to entreat no-one to open the door. And the word ‘hubris’ resonates deliciously following the recount of the memory of a seven-year-old, barricaded in a house where the outside enemy demands entry – it is a mother who arrives home without her husband – the reason unexplained, and the daughter, literal in her interpretation of the mother’s instructions, will not let the crazy lady in. There are all sorts of crazy out there I think as the gravel path that my Hilux now treads flicks up stones and preparatory materials that the council workers will use in their resurfacing. And now in spite of there being no delineation in the road, I am navigating my way along this stretch when a big roller, forked spikes extruding from its body, like some Mad Max dystopian aggressor, comes at me, the driver speeding backwards, towards me, lining me up it would seem, the letters Hammmm bolded black as I imagine the big hammm rolling over the Hilux and a two-dimensional flattened out shape left in its wake. At the end of the roadworks, a long train of vehicles wait for their turn, there are road trucks with sheep, dirty wool spilling from the sides of poorly ventilated trucks, Mazda hatchbacks, and work utes, and I speed back up to 100, onwards down the parent-teacher interview highway.

Back to chapter 18, and there’s a reference to a Greek chorus as Viki Laveau-Harvie once again draws the battleline; the face-off between a swathe of medicos firmly resistant to the protestations of two sisters who insist that their mother is not ‘competent’ and who can’t return home, and whose credibility is undermined by a mad mother capable of spinning tales. The greek chorus reference, as the younger of the two sisters, emphasises the words ‘not competent, see page three page three’, insisting that her mother cannot come home, is an appeal of sorts in this tragic family drama, for understanding. I remember teaching Medea a couple of years ago, and I remember the collective appeal of a chorus of women, the voices of reason and sanity, entreating, imploring Medea, incandescent with rage, to refrain from acting out her vindictive course of action. The simile communicates the gravity of a sister’s words, and the unhearing recipient’s unwillingness to believe, to listen.

And now I am here and The Erratics must go on hold for a while….

To Bike or to Blog, that is the question….

Right, I’m into The Erratics – Chapter 18, and loving the Audible version of this text, the textured frailty of Laveau-Harvie’s reading is startling.

There is so much to say. Illuminated by the sweat of the exercise bike and the adrenaline that comes with a workout, I am ready to write realms. I’m thinking of Laveau-Harvie’s extended metaphor – of “doing life as landscape, think of it this way: the black and crevassed surface of the earth near the active Hawaiian volcanos, the lava cooling but still hot and dangerous, just a crust on the top, nothing you would really want to put your weight on..”, and I’m thinking of descriptions of Alberta, the Rockies, of a Canada that Laveau-Harvie has retreated from, only to return to, in order to save a father from a crazed old woman.

Hmm, how to relate the idea of the landscape being life, into an essay? I am thinking about the premise of a memoir where confining ‘forever’ a ‘bitterly unhappy and vindictive old woman, getting crazier and more dangerous by the day’ to an institution, is unapologetically communicated. Avoiding the harshness that threatens to make her writing unpalatable and therefore unsalvageable, Laveau-Harvie speaks the unspeakable. Stripped bare of euphemistic jargon, Laveau-Harvie confronts a reality that is far from esoteric but is the formative experience of many families. Yes, the language is direct, but it’s the honesty that gives Vicki Laveau-Harvie’s writing an achingly poignant (and wickedly funny) tone – totally unselfconscious, she writes as if no one is listening. It is the ‘watershed affair’ of a mother’s leaving ‘in an ambulance on that cold December night, never to return’, and the banality of the episode that makes it so significant. Ordinary, and understated, a mother leaving on a cold December night becomes a turning point in a story where the ‘lava of lunacy’ remains a pervasive threat to ‘a life’.

Can’t wait to read more…..

About me

Teaching has been my bread and butter for the last twenty-five years. I love teaching, and I love trying to get the best out of my students. Most of my students (surprise surprise) don’t share my love of books. Motivating students to see the benefits of English and to appreciate how they can become critical thinkers is a philosophy that I take into the classroom.

Like a Maths teacher who recognises in the solving of a complex problem, something fundamentally beautiful, I love resolving the complexities of an essay question. The succinctness of a form that demands resolution in the space of 1000 words appeals to me. Just as appealing, is the idea phase – the labyrinth of possibilities that unfold as you sit and contemplate the ‘to what extent?’ or ‘do you agree?’ or ‘discuss’. The limitlessness of the ideas phase, and the excitement that comes with shaping and organising information into the contained parameters of a word limit, has me totally absorbed as I sweep the kitchen floor, sweat it out on the exercise bike, or do the shopping. Yes, I am the multitasker, doing my best work not when I’m pouring over a computer, but when I am on the go.

I can write essays anywhere (a bit of a boast I know). If the football is a non-event, you will find me, hiding on the far side of the boundary-line, engrossed in the world of a text. Unfortunately, this can have some repercussions, particularly when you don’t see your son go headfirst into the pack like a rabid dog, searching for the ball only to be knocked out cold two metres away. No. Kazuo Ishiguro’s ‘Never Let Me Go’ had my attention on that occasion. Distractions have their advantages. I certainly didn’t dissolve into tears and do the crazy mother, jump the boundary fence thing.

So, over the years I have stockpiled (or rather our IT guy at school has preserved), realms and realms and realms of content that I am rediscovering. My plan is to keep adding this content to this reservoir of files. What goes around comes around, as we who have been in the education game fully appreciate. I am rediscovering stuff that I wrote when ‘The Imaginative Landscape’ was a thing, and when the enigmatic questions posed by the Context ‘Whose Reality?’ really sent my head spinning.

Then there was the ‘Life of Pi’ era; yet more head-spinning days of philosophical reflection. Moving into graphic novel territory, I embraced the notion that texts could represent ideas and information visually. I had to learn about gutters and speech bubbles and layers of meaning that did not come naturally to me, as a reader of words. And I loved Art Spiegelman’s ‘The Complete Maus’. I loved teaching this text and discovering, along with my students, what it meant to be the son of Holocaust survivors.

My best essays are always derived from the conversations I have with my colleagues and students. The kernel of an idea will form, and from there it takes hold, sometimes dormant, for a while, sometimes there below the surface, germinating, until inspiration takes hold. All the time, I am revisiting those conversations, mulling them over in my head, working out the way forward, the questions posed, the language I will use – because that also, is important.

Enough of me talking about writing essays. In this meta-era of self-examination I will resist the temptation to dwell any further on the process, and instead, refocus my attention back to the writing of an essay. I can hear the delightfully ironic voice of Vicki Laveau-Harvie, reading ‘The Erratics’ on my audiobook. An idea is forming. What fun it will be to respond to this VCE text.

A bit about me….

Hi, I’m Jane, and I’m an English teacher. When I’m not out the bush, or even when I am, I’m thinking about my next essay. Yes, I’m a rare species, but I love the essay form, and I love the challenge that a tricky question poses.

I hope you like my collection – it is a work in progress and I intend to keep on building my stock of essays. I am already thinking of 2023 and the new VCE English Study Design. I am super keen on the idea of reintroducing writing opportunities that invite students to invest themselves in their writing, and I am hoping that the new Study Design promotes this way of approaching writing. I have been teaching for over twenty-five years, and it often surprises me that we as English teachers get asked questions like ‘Why are you still teaching Macbeth?’ I remember writing my first Macbeth essay in Year 11 English in 1989, and yet I am still writing essays (and creative responses) to this play. Every time I teach this text, every time I read this text, every time I write about this text, a new idea, a new way of seeing, forms. Nothing stays the same. I know that I speak for others in my profession when I say that you never churn out the same stuff; old texts in new classrooms become new and exciting and dynamic beasts.

Now, if you want to know about my credentials as a writer, I can tell you that I have a BA Degree with Honors in Literature, along with a B.Ed, but I can’t tell you about graduation because I have never attended a graduation ceremony (not one where I was a recipient of a bit of paper at least). I think that when I was supposed to formally graduate, I was working at a cattle property in far Southwest Qld, cooking for a bunch of jackaroos and truckies in the middle of nowhere. No, I am not one for titles although perhaps I should be, with a name like Jane and no middle name.

More importantly, I have been schooled by great scholars. I remember reading in first-year university, Robert Lowell’s poem ‘My Last Afternoon with Uncle Devereux Winslow’ – David Tacey was my tutor and he called me Clare all semester – I harbour no resentment. I studied Russian politics and was quite unceremoniously told by Robert Manne that I wrote beautifully but without substance (I promise I have taken his criticism on board). My Honors Thesis supervisor was Laurie Clancy who disagreed with my ideologically driven approach to studying the novels of Mario Vargas Llosa. Rigorous intellectual debates were the hallmark of Suvendrini Perera’s classes – she had studied under Frank Kermode. Finally, our American Literature teacher rode his bike to university and left his trouser clips on all day. He was passionate about his subject matter, but hated children.

My secondary school education was just as illuminating:
– As a Year 9 student, I was invited to co-write our school production in Year 9 – ‘What’s Goin’ On’ which we performed as an original stage production (thanks George Missouris). George also introduced us to ‘The Catcher in the Rye’ and extensive bouts of journalling. Embarrassingly, on one occasion we were asked to present a piece on our favorite song. Despite my parent’s eclectic collection of music – from Beethoven to Bob Dylan, Dr Hook, Joe Cocker, I settled for ‘Driving Wheels’ by Jimmy Barns. How I wish it had been U2’s ‘One’, or maybe a Sinead O’Connor number.
– I was given constant encouragement by Mr B who, in Grade 6, would indulge my love of writing and let me read my stories to the rest of the class.
– I ingested the energy of Kaye Whiston. The cut and paste job on the weekly school newsletter in Room 7, gave us an understanding of audience and purpose, deadline, text types, and teamwork.

I am also fortunate to have enjoyed some pretty amazing teaching moments:
– In 1998 a Year 8 student loaned me her copy of ‘The God of Small Things’ by Arundhati Roy. Billy Fasolo, it is still on my bookshelf. Sorry.
– In 1998 my Year 8 homeroom class sat around eating McDonald’s and shared Christmas presents whilst reading the poems we had written in English.
– In 2006, a Year 11 boy asked me if I had read ‘Tess of the d’Urbervilles’ by Thomas Hardy.
– In 2020 I taught my Year 10 kids about effective speaking deliveries, asking them to identify the audience and purpose of the examples I put on the screen. Harnessing the power of Speakola I tuned into Danny Frawley’s eulogy and a speech by former North Melbourne player, Wayne Schwass, about his personal struggles with mental health issues. After reducing all of the boys to tears, I told them that I was sorry for so aptly demonstrating audience and purpose and to go and get a drink whilst the only remaining female student in the room thought I might have gone in a bit hard. Why this teaching moment? At times we wonder about our impact.
– In 2016 attending a performance of Hamlet at the MTS and being spat at and sweated on during the ‘O What a Rogue….’ speech.
– Connecting with our local gallery the ‘Grainstore’ and producing Ekphrastic poetry in response to an Exhibition featuring a visual representation of each of the Articles on the Declaration of Human Rights. This was an amazingly creative group of kids – we ended up publishing a book of Gothic fiction which was a lot of fun.

Sample English Essays

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