‘‘Heiroglyphics’Heiroglyphics’

Ann Donavon Ann Donavon

Narrative StyleNarrative Style1.1. What narrative perspective is employed in What narrative perspective is employed in

this story and why do you think the author this story and why do you think the author used it?used it?

2.2. The story is written in Scots, using a The story is written in Scots, using a Glaswegian dialect, how does this help the Glaswegian dialect, how does this help the reader to relate to the character more reader to relate to the character more effectively?effectively?

3.3. How do you feel about the main character How do you feel about the main character Mary?Mary?

4.4. What event from Mary’s story makes the What event from Mary’s story makes the reader feel most sympathy for her?reader feel most sympathy for her?

Mary – what is her character like?Mary – what is her character like?

Draw the outline of a head and shoulders on your Draw the outline of a head and shoulders on your pagepage

Around the outside note down anything we know Around the outside note down anything we know about Mary’s physical appearance and external about Mary’s physical appearance and external things that we know about her: where she lives, things that we know about her: where she lives, family situation, schooling etcfamily situation, schooling etc

On the inside, note down anything we know about On the inside, note down anything we know about Mary’s personalityMary’s personality

Complete the above task for Mr Kelly and Miss Complete the above task for Mr Kelly and Miss Niven.Niven.

Imagery in ‘Heiroglyphics’Imagery in ‘Heiroglyphics’

Learning Intention: To identify and comment Learning Intention: To identify and comment on the effect of imagery in conveying the on the effect of imagery in conveying the emotions of characters. emotions of characters.

Many images are used throughout Donovan’s Many images are used throughout Donovan’s short story to highlight how Mary feels at short story to highlight how Mary feels at various points in the story. various points in the story.

Your task will be to identify examples of Your task will be to identify examples of imagery in the short story and comment on imagery in the short story and comment on how effectively it conveys meanings. how effectively it conveys meanings.

ImageryImagery Imagery consists of similes, metaphors and Imagery consists of similes, metaphors and

personification. personification. Simile: when something is compared to another Simile: when something is compared to another

thing using ‘like’ or ‘as’.thing using ‘like’ or ‘as’. Metaphor: a strong comparison, when something is Metaphor: a strong comparison, when something is

said to actually be something else – it cannot be said to actually be something else – it cannot be truetrue

Personification: when an inanimate object is given Personification: when an inanimate object is given human qualitieshuman qualities

Write down your own example of each of the Write down your own example of each of the figures of speech above. figures of speech above.

Imagery in ‘Heiroglyphics’Imagery in ‘Heiroglyphics’ Task: Identify examples of imagery in the short story Task: Identify examples of imagery in the short story

and comment on how effectively it conveys meanings.and comment on how effectively it conveys meanings. Example: Example: “ah could never tell them aboot the letters “ah could never tell them aboot the letters

diddlin aboot, and oanyway, naebdy ever asked me whit diddlin aboot, and oanyway, naebdy ever asked me whit it wis like” it wis like”

In Mary’s description of the words she personifies the In Mary’s description of the words she personifies the letters, describing them as ‘diddlin aboot’, meaning that letters, describing them as ‘diddlin aboot’, meaning that they wouldn’t stay still for her. The personification they wouldn’t stay still for her. The personification gives the impression that the letters were mocking Mary gives the impression that the letters were mocking Mary and her efforts and this clearly conveys her irritation and and her efforts and this clearly conveys her irritation and frustration with reading.frustration with reading.

Find the quotation in your story and highlight itFind the quotation in your story and highlight it Identify the type(s) of imagery used in each Identify the type(s) of imagery used in each

quotationsquotations1. “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

2. “The French teacher took wan look at the dug's dinner ah wis producin an tellt me no tae bother.” Para 17

3. “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.”

4. “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.”

Find the quotation in your story and highlight itFind the quotation in your story and highlight it Identify the type(s) of imagery used in each Identify the type(s) of imagery used in each

quotationsquotations1. “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

2. “The French teacher took wan look at the dug's dinner ah wis producin an tellt me no tae bother.” Para 17

3. “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.”

4. “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.”

Find the quotation in your story and highlight itFind the quotation in your story and highlight it Identify the type(s) of imagery used in each Identify the type(s) of imagery used in each

quotationsquotations1. “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

2. “The French teacher took wan look at the dug's dinner ah wis producin an tellt me no tae bother.” Para 17

3. “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.”

4. “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.”

5. “The class were aw sittin up like circus lions at this point, wonderin whit the ringmaister wis gonny dae next.”

6. “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.”

7. “And his teachin wisnae even as modern as the ancient Egyptians, oot the ark, mair like”

8. “aw ye did wis write write, write till yer erm felt like a big balloon”

9. “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.”

10. “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 Select five quotations of the above and explain why the image used effectively conveys Mary’s feelings. the image used effectively conveys Mary’s feelings.

5. “The class were aw sittin up like circus lions at this point, wonderin whit the ringmaister wis gonny dae next.”

6. “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.”

7. “And his teachin wisnae even as modern as the ancient Egyptians, oot the ark, mair like”

8. “aw ye did wis write write, write till yer erm felt like a big balloon”

9. “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.”

10. “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 Select five quotations of the above and explain why the image used effectively conveys Mary’s feelings. the image used effectively conveys Mary’s feelings.

Example: Example: “ah could never tell them “ah could never tell them aboot the letters diddlin aboot, and aboot the letters diddlin aboot, and oanyway, naebdy ever asked me whit oanyway, naebdy ever asked me whit it wis like” it wis like”

In Mary’s description of the words she In Mary’s description of the words she personifies the letterspersonifies the letters, , describing them describing them as ‘diddlin aboot’,as ‘diddlin aboot’, meaning that they meaning that they wouldn’t stay still for her.wouldn’t stay still for her. The The personification gives the impression personification gives the impression that the letters were mocking Mary that the letters were mocking Mary and her effortsand her efforts and this clearly and this clearly conveys her irritation and frustration conveys her irritation and frustration with reading.with reading.

1. Mention the technique used

2.2. Quote the Quote the specific specific word/phraseword/phrase

3. Give the denotation

4. Give the connotation

5.5. Explain how Explain how this reveals this reveals Mary’s Mary’s feelingsfeelings

5. “The class were aw sittin up like circus lions at this point, wonderin whit the ringmaister wis gonny dae next.”

6. “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.”

7. “And his teachin wisnae even as modern as the ancient Egyptians, oot the ark, mair like”

8. “aw ye did wis write write, write till yer erm felt like a big balloon”

9. “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.”

10. “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 Select five quotations of the above and explain why the image used effectively conveys Mary’s feelings. the image used effectively conveys Mary’s feelings.

Learning Intention - ForeshadowingLearning Intention - Foreshadowing To recognise, identify and comment on the effect of To recognise, identify and comment on the effect of

foreshadowingforeshadowing Foreshadowing is when detail is provided that prepares the Foreshadowing is when detail is provided that prepares the

reader for later events: subtle hints as to what may happen reader for later events: subtle hints as to what may happen later in the story, in many cases they suggest something later in the story, in many cases they suggest something ominous ominous

Re-read the paragraph in which Mary describes the secondary Re-read the paragraph in which Mary describes the secondary school building. Pick out words and phrases that foreshadow school building. Pick out words and phrases that foreshadow what her time will be like there. what her time will be like there.

Analyse the effect of these words or phrases, explaining how Analyse the effect of these words or phrases, explaining how they indicate that things may become more difficult for Mary they indicate that things may become more difficult for Mary – connotations!!!– connotations!!!

Learning Intention: Other Learning Intention: Other characterscharacters To identify the attitudes that other characters had To identify the attitudes that other characters had

towards Mary and her learning and how this towards Mary and her learning and how this influences the reader’s reactions toward Mary. influences the reader’s reactions toward Mary.

Key point: all other character’s and their apparent Key point: all other character’s and their apparent feelings / attitudes towards Mary are all informed feelings / attitudes towards Mary are all informed from her own perspective. These may not be the from her own perspective. These may not be the actual attitudes/feelings, but this is what Mary actual attitudes/feelings, but this is what Mary interpreted from their actions and words.interpreted from their actions and words.

Other CharactersOther Characters Mary’s Mother: How does Mary’s mother feel about her Mary’s Mother: How does Mary’s mother feel about her

progress in school? Use a quotation to support your progress in school? Use a quotation to support your answer.answer. focus on her abrupt interruptions of the teacher and the fact focus on her abrupt interruptions of the teacher and the fact

that Mary is re-counting this conversation… what effect is that Mary is re-counting this conversation… what effect is created?created?

Remmy Wummin: How does the Remmy Wummin Remmy Wummin: How does the Remmy Wummin react to Mary? Use a quotation to support your answer.react to Mary? Use a quotation to support your answer. Remember Mary is telling the story, so she must have been Remember Mary is telling the story, so she must have been

aware of how this woman was felling about her – how does aware of how this woman was felling about her – how does this make the reader feel for Mary?this make the reader feel for Mary?

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.

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.

Other CharactersOther Characters Mary’s Primary teacher: How does Mary’s primary Mary’s Primary teacher: How does Mary’s primary

teacher treat her in school and how does this reveal teacher treat her in school and how does this reveal her attitude towards Mary? Use a quotation to her attitude towards Mary? Use a quotation to support your answer and explain what it reveals.support your answer and explain what it reveals. focus on her patronising appraisal of Mary’s skills. focus on her patronising appraisal of Mary’s skills.

Miss Niven: How does Miss Niven treat Mary? Use Miss Niven: How does Miss Niven treat Mary? Use a quotation to support your answer and explain a quotation to support your answer and explain what it reveals.what it reveals. Consider the fact that Mary feels Miss Niven was ‘kind’ Consider the fact that Mary feels Miss Niven was ‘kind’

to her, but was she doing her job as a teacher?to her, but was she doing her job as a teacher?

Other CharactersOther Characters Mr McIver: What seems to be the head teacher’s Mr McIver: What seems to be the head teacher’s

priority when he discusses Mary with Miss Niven?priority when he discusses Mary with Miss Niven? How does this convey a sense of disregard for Mary?How does this convey a sense of disregard for Mary?

Mr Kelly: How does Mr Kelly treat Mary in his Mr Kelly: How does Mr Kelly treat Mary in his classes and what does this reveal about his attitude classes and what does this reveal about his attitude towards her? Use a quotation to support your answer. towards her? Use a quotation to support your answer. Remember to explain what the quotation reveals. Remember to explain what the quotation reveals.

Her friends: How do the other pupils begin to treat Her friends: How do the other pupils begin to treat Mary at school? Use a quotation to support your Mary at school? Use a quotation to support your answer. Remember to explain what the quotation answer. Remember to explain what the quotation reveals. reveals.

Learning Intention: Writing Learning Intention: Writing appropriate introductionsappropriate introductions

All critical essay introductions should follow All critical essay introductions should follow TTAARRTTSS TitleTitle AuthorAuthor Refer to the questionRefer to the question Themes and techniquesThemes and techniques SummarySummary

Themes: learning disabilities, social isolation

Techniques: Imagery, word choice, turning point, narrative structure, Scots dialect, characterisation, foreshadowing, setting,

Sample IntroductionSample 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 her learning difficulty and 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’s use of key incidents along with characterisation, imagery and narrative structure all contribute effectively in portraying the difficulties in Mary’s life, whilst also creating an uplifting and optimistic tone at the end of this short story.

Introductions and Suitable QuestionsIntroductions and Suitable Questions This short story would be suitable for the following types of This short story would be suitable for the following types of

questions in the exam:questions in the exam: Discussing a short story which features a character that you feel Discussing a short story which features a character that you feel

sympathy for.sympathy for. Discussing a short story that features a character for whom you Discussing a short story that features a character for whom you

feel a sense of admiration.feel a sense of admiration. Discussing a short story that considers a social issue,Discussing a short story that considers a social issue, Discussing a short story in which a character has to overcome Discussing a short story in which a character has to overcome

obstaclesobstacles Discussing a short story that features an effective ending.Discussing a short story that features an effective ending.

Consider the suitable questions above and write a short introductory Consider the suitable questions above and write a short introductory paragraph for each, using paragraph for each, using TTAARRTTSS, adapting it to suit each of the , adapting it to suit each of the questions – follow TARTSquestions – follow TARTS

Learning Intention: To understand the critical essay Learning Intention: To understand the critical essay success criteria and incorporate it essay planningsuccess criteria and incorporate it essay planning

Success Criteria 1: UnderstandingSuccess Criteria 1: Understanding Showing a knowledge of the central concerns (themes) of the textShowing a knowledge of the central concerns (themes) of the text Showing a knowledge of the text through the ability to use Showing a knowledge of the text through the ability to use

quotations to support your argumentsquotations to support your arguments Showing a clear understanding of the text through an ability to Showing a clear understanding of the text through an ability to

write on it in an unseen context – through relating it to a questionwrite on it in an unseen context – through relating it to a question

Success Criteria 2: AnalysisSuccess Criteria 2: Analysis Displaying an ability to analyse relevant literary techniques Displaying an ability to analyse relevant literary techniques

(characterisation, setting, symbolism, foreshadowing, theme, etc.)(characterisation, setting, symbolism, foreshadowing, theme, etc.) Displaying an ability to analyse relevant language techniques Displaying an ability to analyse relevant language techniques

(word choice, imagery, sentence structure, tone, figures of speech, (word choice, imagery, sentence structure, tone, figures of speech, etc.)etc.)

Learning Intention: To understand the critical essay Learning Intention: To understand the critical essay success criteria and incorporate it essay planningsuccess criteria and incorporate it essay planning

Success Criteria 3: EvaluationSuccess Criteria 3: Evaluation Providing an opinion on the effectiveness of techniques in Providing an opinion on the effectiveness of techniques in

conveying an concept or themeconveying an concept or theme Relating to the text and empathising with the characters and their Relating to the text and empathising with the characters and their

situationssituations

Success Criteria 4: Technical AccuracySuccess Criteria 4: Technical Accuracy To write accurately with respect to spelling, grammar and To write accurately with respect to spelling, grammar and

punctuation punctuation To structure essays in a logical and clear manner that follows a To structure essays in a logical and clear manner that follows a

line of argumentline of argument

Structuring your paragraphs PEEE P – point (make a statement about the text, linked to P – point (make a statement about the text, linked to

the essay question)the essay question) E – evidence (use evidence – quotation –to support E – evidence (use evidence – quotation –to support

you point)you point) E – explain /analyse how the evidence conveys a E – explain /analyse how the evidence conveys a

particular meaning, focusing on a language particular meaning, focusing on a language technique: word choice, imagery, tone, sentence technique: word choice, imagery, tone, sentence structure, alternate figure of speech etc. structure, alternate figure of speech etc.

E – evaluate / give a personal response explaining E – evaluate / give a personal response explaining how effective you feel the technique was in how effective you feel the technique was in conveying a particular concept or themeconveying a particular concept or theme

Planning : Planning : PEEE

How is sympathy evoked in the short story?How is sympathy evoked in the short story? sympathy evoked in opening paragraph – Mary’s dyslexiasympathy evoked in opening paragraph – Mary’s dyslexia “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.”

Simile – catching a spider, ‘birlin’, ‘dancin’ = frenzied actions and lack Simile – catching a spider, ‘birlin’, ‘dancin’ = frenzied actions and lack of control of spider when catching them just like her abilities with of control of spider when catching them just like her abilities with words. ‘captured’ and ‘escapin’ show conflict between Mary and words. ‘captured’ and ‘escapin’ show conflict between Mary and words. words.

Catching a spider can cause me panic, so helps me appreciate Mary’s Catching a spider can cause me panic, so helps me appreciate Mary’s issue with words. Makes me feel sorry for herissue with words. Makes me feel sorry for her

Follow the example above for four further sections which make the Follow the example above for four further sections which make the reader feel sympathy for Mary. reader feel sympathy for Mary.

Effective Ending QuestionsEffective Ending Questions Below are paragraph starters for the above focus. Provide quotations, Below are paragraph starters for the above focus. Provide quotations,

analysis and evaluation points in note form for the eachanalysis and evaluation points in note form for the each

1. 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.

2. 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.

Effective Ending QuestionsEffective Ending Questions3. 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.

4. It is therefore significant that the ending shows Mary reach the realisation that she is really not that different from her peers.

5. 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.

Effective Ending PlanEffective Ending Plan1. 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.

1. “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.”

2. 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.

2. “So ah startit tae write aboot ma journey tae the next world and the hings ah wid take wi me, aw in wee pictures.”

Effective Ending PlanEffective Ending Plan3. 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.

3. “ah fund masel oot the dance wioot a partner. And it wisnae nice.”

4. It is therefore significant that the ending shows Mary reach the realisation that she is really not that different from her peers.

4. ‘aw different kinds of hand writing’

Effective Ending PlanEffective Ending Plan

5. 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.

5. “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.”

SympathySympathy

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