Here is the commentary explaining my creative piece in previous post, which was also a required part of the coursework:
Handmaid’s Tale Transformation Commentary
My transformation is based on the novel The Handmaid’s Tale by Margaret Atwood. Atwood creates a dystopian, totalitarian society in the near future born out of religious fundamentalism and fear. The reader is plunged into this world with no background and merely shown the narrative voice of Offred, until historical notes at the end of the novel offer some outside perspectives on events.
A key change I made for my transformation was to take the narrative viewpoint from Offred and view events and themes of the novel from one of the minor character’s perspective. There was plenty of scope to do this as the narrative is completely focused on Offred’s experiences and descriptions and opinions of characters she interacts with are inevitably coloured by her own relationships with them. For example her impression of the Commander is understandably negative and associated with unpleasant duties.
I decided to write a transformation concerning Nick and also made the decision to avoid the first person approach used in the novel. I also sought to avoid a simplistic change of genre to a dramatic monologue which would merely have Nick explain his feelings and attitudes to the regime.
Despite the conscious decision to avoid a first person narrative the significance of Offred’s narrow and occasionally confused storytelling remained central to my thinking. It seemed to me a vital aspect of The Handmaid’s Tale that Offred began to doubt her own recollections and felt the need to constantly qualify the facts, such was her isolation and desperation. On several occasions she recounts different versions of events, and in the case of the fate of her fiancé she cannot confirm to the reader which is true, as she simultaneously believes them all. Therefore I aimed to create a transformation that explored the idea of reality but also how one person’s story and their version of reality can be insignificant for others.
Lewis Carroll’s Alice in Wonderland, with its fantastical dream-like narrative and emphasis on nonsense and meaning, enabled me to explore those themes of reality and storytelling. I settled on a reworking of Alice in Wonderland’s opening chapter Down The Rabbit Hole, centred around themes of The Handmaid’s Tale and the motivations of Nick’s character.
My transformation begins with Nick descending into boredom in ordinary circumstances, as Alice does but also as Offred often does in the novel. In fact at the beginning of The Handmaid’s Tale Offred offers us insight into the only world she has with simple description of her plain surroundings, “A chair, a table, a lamp”. Atwood often has Offred minutely describe things and then drop blunt “bombshells” that hint at the scale of the totalitarian oppression around her, as Offred concludes the description began above with “They’ve removed anything you could tie a rope to”. I tried to mirror this technique early in my piece with the list of ordinary objects, with the exception of a “uniformed chicken”. Clearly my “bombshell” is more light-hearted than Atwood’s and is more in the spirit of nonsense found in my style model. However it reflects themes of inactivity, detail and true reality raised in the base text.
I tried to create a distinctive idiolect for Nick through my lexical choice despite writing in the third person. I used the technique of free indirect style to convey Nick’s attitudes; “some bimbo would no doubt fetch him.” The word “bimbo” is clearly Nick’s own rather than the narrator’s and reflects views of women looked at in the base text. I continue to echo this theme when Nick “groped around in his mind”. This sordid view of women, and Nick’s cynical attitude towards the complications of life and business, conflicts with the simplistic optimism of the hen, based on inviolable sacred truths. I aimed to reflect the blind simplicity of religious fundamentalism, a constant presence in the base text, with the rhythm of the hen’s speech and her lexis. I have her use simple but grand abstract verbs like “sacred”, “brave”, “freedom” and “wicked”, that for cynical non-believers like Nick are silly or devoid of meaning. For her, like the believers in the base text, nothing is more straightforward than her faith. Her sentences are often just lists of things that to her are simply facts; “That is you and your Commander and your lover”. I also refer to the religious fundamentalism of the novel in other ways, such as the exclamation of “BLASPHEME!” at the end of the transformation and the hen’s belief in “the Book” and preordained events, which comes back to the unifying theme of narrative.
Identity is important in the base text and I try and reflect this in a number of ways. From the start Nick’s waiting leads him to doubt whether his own employment really suits him and then the hen insists on not being mistaken as a chicken, which should also provide humour. I then reflect the importance of possession and identity in the novel as shown through Of-fred and the Commander, with my own Chief Executive in the real world and White Queen and Red Princess Down the Elevator Shaft. Nick is also confused throughout by the hen’s version of his identity, just as Offred doubts what little is left of herself due to other characters’ views of her.
I reflect the dystopian aspect of The Handmaid’s Tale with the debris strewn lobby setting. I also have Nick descend into chaos (as Offred does) via the fall in the elevator shaft; an image that appears in the base text when Offred describes betrayal as “like being in an elevator cut loose at the top”. I suggest that Nick has perhaps been betrayed, with textual references like “She had told him he had a French face”. I show that something has been taken away, as women’s rights were in the novel, with the list of “no guards…” I also reflect the anarchy seen in the novel through the “joyful abandon” of “trash”.
The impact of “impossible question” is impossible to calculate
Follow the above link and you’ll find a news story about an “impossible question” set in an AS exam last week.
The most baffling and infuriating aspect of this story is the response of the exam board, OCR. They have apologised profusely for the error and they insist that “procedures are in place” to deal with such things. They have contacted the schools involved to reassure them that their pupils will be treated fairly.
OCR claim that they will take into account the disruptive effects of the impossible Maths problem. It was literally impossible, not just hard. And inevitably some students won’t have figured this out.
OCR say that they will work out which pupils DID figure out the sum was impossible. They will reward those who show the correct working out and readjust their grading scales to cope with the time students will have wasted on the eight mark question; a substantial amount in a 72 mark paper.
It seems reasonable that OCR will take these steps to mark appropriate working out positively and adjust their marking as a whole. But students are calling for a complete retake of the paper on social networks. And I think they should get one.
Whatever “systems” or “procedures” OCR may have in place, calculating the levels of stress caused by the unfortunate typo and how this affected the rest of an otherwise intelligent student’s performance, is as impossible as the un-answerable question they set in the exam. It really is astounding sometimes just how ignorant of the realities of taking an exam these exam boards can be. Or perhaps they are just selfish.
Organising retakes, particularly ones where the organisation must foot the bill, is costly and time consuming. Sorting this out in a truly fair way is not in the interests of OCR. And yet today’s younger generations are constantly trampled underfoot by protestors about the decline in standards of modern education.
Is it any wonder young people can’t properly prove themselves when the system continually falls foul to cock-up after cock-up? It’s an absolute disgrace that there are any errors at all in exam papers but they are there all the time. Most are not as crucial as this one, but typos crop up in almost every examination without fail. If there is a decline in standards it is not with the intelligence of students, but with the way they are being assessed.
I am sorry for such a rant about a seemingly minor and mildly funny news story. But it’s not funny for those involved and teenagers making themselves ill with the pressure of trying to succeed. High achievers and hard workers still exist, producing young adults as intelligent and as ambitious and well meaning as in the past.
Politicians use slogans like “broken Britain” to scare voters into supporting them. They tap into the fears of the elderly and adult about growing disrespect amongst emerging generations. But all the time they are conceding control of bodies and organisations that ought to be serving communities and students, thus losing the right to respect amongst clever young people who deserve their own.
David Cameron’s Big Society rhetoric might make use of such a monumental mistake from a bureaucratic body like OCR but what does he actually have to say about fixing such common problems? He rants against paper pushing and champions efficiency starting at a local level but provides no money or support for it to happen. Likewise Labour’s opposition moans about the destruction of Britain’s cultural heritage, without saying how it would save it in government.
Politics does little to earn the respect and admiration of pupils. Neither do “professional” educators who rush out text books and muck up exams. Teachers, for the most part, still do a good job, but not all the time. I don’t know where from but perhaps those who worry and pick at the next generation, would like to find some worthy role models for it.
In this case though, serves these kids right for taking a subject as dull and dreary as Maths.
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