How Hosseini uses voice - chapters 16/17

In the start of chapter 16, there is a switch in the narrator; previously in the novel, the narrator has always been Amir, therefore the reader has only seen the narrative from Amir's perspective, however throughout chapter 16 the narrator is Rahim Kahn speaking to Amir, describing his
experiences with Hassan. For the reader, this is a refreshing change, as we finally get to view the perspective of other characters as the soliloquy by Rahim Kahn is sustained enough to give the reader a clear view of his story. By allowing the reader to hear a significant part of the narrative, the story of the adult life of Hassan and his family, from a different character to Amir almost makes the narrative more real and less biased, as we can experience it through various characters eyes. For example, a description of Hassan may have been altered by Amir, as he has a different perspective of him than Rahim Kahn does.
Also in chapter 16, we have direct, attributed speech from Hassan himself, talking to Rahim Kahn; '

"We don't have that much to drop, Rahim Kahn," Hassan said... "Wey'll go with
you..." '

Hossieni allows us to hear Hassans words maybe to give more realism to Hassan's character. We also hear speech from Hassan's mother, and Hassan's son in chapter 16, by doing this Hosseini is creating realistic, believable and effective characters.

In chapter 17 the narrative switches back to Amir, although direct and attributed speech is still heard from both characters to let the reader know the conversation is still in tact. However, we see a letter from Hassan to Amir, which finally allows us to see Hassan's point of view directly, not through Amir or Rahim Kahn's description. Through voice and speech in this chapter, we also find out another significant part of the narrative, that Baba was Hassan's father, making Amir and Hassan half brothers, meaning the reader finds out as Amir does, so we share the feeling of shock.

Maude Clare discussion lesson

I found the class discussion on Maude Clare really usefull, as when I read it at home I didn't understand it that well, and was confused with all the different voices, whos perspective the peom was from, and who was talking at a particular time. I found out many different ideas from the lesson about the poems content, and it was intresting to think about the different voices and characters in the poem. For example, we explored the story of the poem which is set on Thomas and Nell's wedding day, and we found out even though Thomas is marrying Nell, he is still in love with the more beautiful Maude Clare. In the lesson I found out form other people's ideas about how Maude Clare and Thomas once had a relashionship, but Thomas's parents probably arranged for him to marry Nell. This was the same idea as Cousin Kate, a love triange, but with totally different circumstances.

Also thinking about how the story is told from not any of the characters involved with the story, but in the third person, perhaps from an omnicient onlooker, and how this allows us to get Thomas's, Nell's, Maude Claire's and Thomas's parent's point of view, instead of a single biased perspective. Also getting ideas about how the poem suggests Maude Clare lost her viginity to Thomas, and how she gives him to Nell, but knowing she has had the best of him, and is giving Nell the 'lefovers'.

Lesson Journal - Speech, and start of The Kite Runner :)

In Thursday's lesson we looked at the different types of speech and dialogue included in a narrative, and their affects on the text. We studied direct speech, which is included in speech marks when someone is talking out loud, and also free speech; which could be used in a text written in the first person to express thoughts, or actually speech. We also discovered how attributing the speech to someone could slow the story down, whether if a conversation is happening and each bit of dialogue isn't attributed, it could reflect the fast pace of the conversation, e.g: in an argument.

We also explored the devices which Hosseini used to captivate and engage the reader in the first chapter to The Kite Runner. Seeing how he introduced the characters in such a dramatic and tense way was interesting, and it was also useful to relate to later on in the novel. We saw how the whole novel will be narrated to by and older Amir, giving his interpretation of his past. Looking at the technical ways which Hosseni has written the novel, through language and structure was also interesting.

:)

Lesson Journal 17/09/09

What I found most interesting in yesterdays lesson was exploring how the start of a crime narrative can affect the rest of the novel, depending on the events at the start of the novel. Depending on whether the novel is from the criminal's perspective, a victim's or say a detectives point of view can determine the level of characterisation involved in the story, the level of sympathy or even empathy towards the characters from the audience, or the sequence in which the plot evolves.

For example, if the narrative starts at the discovery of the crime, the audience's focus is on the plot of the story and spotting clues to find the criminal. Less emphasis is spent on the actual characters, and more on the suspense of not knowing who the criminal was. However, if the narrative begins on the discovery of the criminal, the audience already know who has committed the crime; therefore the focus revolves around why the crime is committed, and the morality of the criminal is highlighted. I found this interesting because this is the first time I'd thought about how easily a crime novel can branch off and create a different experience just from the angle of perspective, or the sequence of the narrative.

As the main theme of the lesson was on sequence and time, I also enjoyed looking at extracts from the 'Time Traveler's Wife' and 'Memento'. I had never studied intricately how the issue of time can be so significant in a novel such as 'The Time Traveler's Wife'. The sequence of the book reflects Henry's darting around in time, and although it was confusing to get my head around the way she could know him before he knew her, I could also see how this effect only arouses more the feelings of sympathy for both characters.

Also, looking at 'Memento' which reflects the same issue of darting around in time, accentuates the audiences sympathy for the main character, as the feeling of not knowing how or why he finds himself in certain situations makes the audience empathise with the character and the effect of the film is much more noticeable as it avoids boredom and frustration of the audience knowing what the character doesn't.

The last part of the lesson which I found especially interesting was looking at summaries of three different novels set in three different time periods; past, present and future. Although I have already read 'On Chesil Beach', it was interesting to think about how the time period affected the issues of sex, and to think how I would react if someone shared the same fear of sex today as Florence did in the 1960's. Also, looking at 'Brave New World' got me thinking about the possibility of the future's opinion of our way of life; whether they will refer to it as 'savage' as they do in this novel.

Sooo yeah :)

Random objects having significance

I have chosen a stripy pencil case on the desk as the random object which could have significance because:

- It contains rolled up the lost Will of a extreamly rich man.
- Seemingly random doodles on the case are secret codes passed between a secret student society.
- The pens inside are actually stunning darts.
- The stripes are arranged to form a bar code which unlocks a safe.
- It is made out of a rare and priceless material, which if thrown at any wall can break it down providing escape if that situation arises.
- It is a bomb which activates if the zip is opened.

I didnt know how realistic the reasons had to be so i avoided making the penicl case magic or something :)