First-person Narrative and Destroying Avalon
Tuesday, 5 March 2013
Themes in Destroying Avalon 1. Define the term ‘theme.’ * Underlying message portrayed/explored by the composer in any body of work. * Composer’s intended message. Theme | Elaboration | Evidence (technique) | Explanation | Link to social issue | The negative influence of social hierarchy | Unequal distribution of power determines status, whether it be in a group or society. | (Pg 48) “Alice and the bitches rule the school … [A group]… B group … relatively friendly bunch… considered cool… C groups … freaks and retards … [Z group] “weirdos and queeros” (pg 40) - Accumulation (listing) -Connotations | In the novel Destroying Avalon, McCaffrey positions Westerley High as a microcosm for greater social inequality within society. This is clearly evident in the opening sequence of the novel when Marshall, through accumulation of groups and sub groups poignantly outlines the existing social hierarchy “Alice and the bitches rule the school … [A group]… B group … relatively friendly bunch… considered cool… C groups … freaks and retards … [Z group] “weirdos and queeros.” Here, McCaffrey’s careful use of diction highlights how language stigmatizes individuals. A key example is the connotations of the word “queeros” which affects both Marshall and Tamara, though Marshall more drastically, who eventually falls into depression followed by suicide. | Youth depression Bullying | Isolation and alienation | Those who are viewed as different by their peers are ostracised and excluded from their social groups. | (pg 53) “Well our team is really good. And Alice is the captain, so if you know what’s good for you, you might want to leave now.” -threatening tone (pg 45) A: “What position do you play?” … Av: “Anywhere … goal attack … shooter, centre, whatever” … A: “you can be the wing defence” … Av: “I might as well have sat on the bench… no one passed me the ball” -dialogue/direct speech -Tone -Connotation
Themes in Destroying Avalon 1. Define the term ‘theme.’ * Underlying message portrayed/explored by the composer in any body of work. * Composer’s intended message. Theme | Elaboration | Evidence (technique) | Explanation | Link to social issue | The negative influence of social hierarchy | Unequal distribution of power determines status, whether it be in a group or society. | (Pg 48) “Alice and the bitches rule the school … [A group]… B group … relatively friendly bunch… considered cool… C groups … freaks and retards … [Z group] “weirdos and queeros” (pg 40) - Accumulation (listing) -Connotations | In the novel Destroying Avalon, McCaffrey positions Westerley High as a microcosm for greater social inequality within society. This is clearly evident in the opening sequence of the novel when Marshall, through accumulation of groups and sub groups poignantly outlines the existing social hierarchy “Alice and the bitches rule the school … [A group]… B group … relatively friendly bunch… considered cool… C groups … freaks and retards … [Z group] “weirdos and queeros.” Here, McCaffrey’s careful use of diction highlights how language stigmatizes individuals. A key example is the connotations of the word “queeros” which affects both Marshall and Tamara, though Marshall more drastically, who eventually falls into depression followed by suicide. | Youth depression Bullying | Isolation and alienation | Those who are viewed as different by their peers are ostracised and excluded from their social groups. | (pg 53) “Well our team is really good. And Alice is the captain, so if you know what’s good for you, you might want to leave now.” -threatening tone (pg 45) A: “What position do you play?” … Av: “Anywhere … goal attack … shooter, centre, whatever” … A: “you can be the wing defence” … Av: “I might as well have sat on the bench… no one passed me the ball” -dialogue/direct speech -Tone -Connotation