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Saturday, April 29, 2017

Teaching Modes of Persuasion with Nathan For You


The following is an activity that has been developed to assist in teaching modes of persuasion to Year 10. It chiefly relies on Nathan For You, in which business guru Nathan Fielder assists failing businesses by giving them outlandish ideas designed to bring in new customers. For those of you unfamiliar with the twisted genius of Nathan For You, the Comedy Channel's reality TV satire is a near-perfect vehicle for teaching English concepts and skills that relate to persuasive writing and advertising. Unfortunately, the show often veers into inappropriate territory, which means that carefully selected excerpts accompanied with parental permission notes will be necessary to make it into a teaching tool.

One such clip deals with Nathan offering his help to a burger restaurant in Los Angeles. In this segment of the TV series, Nathan latches onto the business owner's spurious claim that his burgers are 'the best in L.A.' and literally goads him into putting his money where his mouth is. In other words, Nathan plays naive and takes this claim at face value, offering every customer of the burger restaurant a $100 bill if their burger isn't the best they've ever eaten. Anyway, before I talk too much more about it, here's the clip:


Some students will pick up on the absurd humour and Fielder's satirical exploration of reality TV genre tropes. For those who don't find anything funny in the host's schtick, the extract still affords an opportunity to examine each of the three mode of persuasion: logos, pathos, and ethos.

Before undertaking a study of the clip, revise the three modes with students.
  • Logos: The use of reason to convince someone of something. Examples include the use of logic, statistics, facts, supporting evidence, analogies, some figurative language. Note that logos does not necessarily equate with the truth.
  • Pathos: The use of emotion to persuade. Examples include emotional manipulation, imagery, vivid language designed to engender sympathy or empathy from the responder, personal anecdotes.
  • Ethos: The use of authority or credibility to get someone to trust an opinion. Examples include celebrity endorsement, professionalism, brand identity, confidence, credible sources.
The clip should be used after the students have a working understanding of these modes. Once they watch Nathan's disastrous plan unfold they can then have a go at answering the following questions (I have included the answers here for ease of delivery but feel free to expand or adapt in whatever fashion you like)

Question 1: When Gustavo claims that he makes the 'best' burgers, what kind of persuasion is this?
Answer: This is logos. The term 'best' is an absolute term, inferring that there are no better burgers to be found anywhere. This is a form of logic, albeit one that is alarmingly and amusingly used by many fast food restaurants without any supporting evidence. Students may be able to make a connection with their own experience here by pointing out the existence of multiple 'best pies in Australia' pie shops.

Question 2: Explain Nathan's idea and how this is a form of ethos.
Answer: Nathan is offering customers $100 in cash if they do not agree that the burger is the best after eating it. He hopes that this will help Gustavo attract sceptics who will then be converted into returning customers after they realise how great the burgers are. The $100 is a kind of guarantee. The use of a formal assurance offered to customers before they eat the burger is intended to encourage trust, therefore this is ethos.

Question 3: Why do you think Gustavo seems worried by Nathan's idea?
Answer: Gustavo is worried because he knows that his claim is a lie. I like to include this question because it helps students invest themselves in their investigation of persuasive techniques. By acknowledging that Gustavo isn't telling the truth when he says that his burgers are 'the best', or that he can't possibly know that, we're encouraging students to be more critical in their thinking. Question everything!

Question 4: How were Nathan and Gustavo able to attract so many customers to Gustavo's burger business?
Answer: Nathan and Gustavo make an appearance on radio so that they can promote Nathan's idea to a wide audience. The use of a famous radio station to spread a message has undertones of ethos.

Question 5: Why does Nathan say to one customer, "Do you want $100 or an Academy Award?" What kind of language technique is this?
Answer: Nathan is using hyperbole to point out that the customer is overacting. Hopefully your students are aware of the Academy Awards' status as the most prestigious film acting awards, otherwise you can make it clear that the cultural allusion to famous actors is intended to sarcastically draw attention to the customer's performance. The extreme exaggeration in Nathan's comparison alludes to an opinion that the customer is acting when they spit the burger out and, therefore, lying about it not being 'the best'.

Question 6: Why does Nathan bring holy books for customers to swear on? What form of persuasion is he using?
Answer: Nathan is attempting to use the holy books as a way to discourage customers from lying. The Bible, Koran, Torah, etc. are authoritative texts in that millions of people consider them to be the literal word of God. This is therefore a form of ethos.

Question 7: What form of persuasion is Nathan using on the young couple when he talks about firing Raquel?
Answer: The form of persuasion used here is pathos. This is evident in the way that Nathan manipulates the young couple into feeling bad about the impact of their actions upon the staff of the burger restaurant. By making them feel guilty he persuades them into not taking the money.

The questions above are included on this worksheet here. Also included is a paragraph-writing activity concerning one of Gustavo's burgers, in which students must take a position on the burger and use persuasive techniques of their own to convince the reader to agree. 

Thursday, April 20, 2017

Narrative Voice and Jasper Jones

Most of my Year 10 class from 2015 loved Jasper Jones, and were excited when the film recently came out.

I've mentioned it before but it never hurts to mention it again: if you live in the Sydney area and have a chance to undertake Jo Rossbridge and Kathy Rushton's Conversations About Texts modules then you really, really should. I got so much out of this course in regards to teaching and grammar that I have considered doing the whole thing a second time just so I can keep learning about it. 

I was lucky in that I had the opportunity to do this course around the same time that the English Textual Concepts framework first started becoming available. At the time I was teaching Jasper Jones to my Year 10 class - a wonderful Year 10 class who were open to a range of ideas and modes of learning - and I was fortunate in that all these things came together to allow for a marriage of grammar analysis and the English Textual Concept of Narrative Voice. 

At this point in time I will not say that my marriage of these is completely harmonious, however, what the analysis of grammar has enabled is a greater variety of students engaging with analysis of writing style. As English teachers we often teach the subject in a fluid and holistic way that will appeal to those who are 'English-minded'. However, by incorporating more rigid modes of analysis in support to this approach we can also engage students with diverse learning styles - IE. Those who are not 'English-minded'. This means using analytical criteria where possible, calculating lexical density, utilising a range of numeracy-based approaches, and looking at grammatical intricacy - methods that can assist the more naturally mathematically or scientifically-minded in finding access points to English. 

Most of the resources below cover things like tense and perspective. Nonetheless, there are also questions about the aforementioned lexical density and grammatical intricacy - skills that my students had been taught just prior to analysing these texts. The Conversations About Texts course covers lexical analysis in great detail.

Highly recommended!
Here is a brief rundown of how it works:

Lexical Density
This refers to the amount of lexical items in a piece of writing. For the sake of not confusing the students too much, it's best to get them to think of lexical items as any word or phrase that has a single meaning. Nouns, verbs, adjectives, adverbs... these are lexical items. The other non-lexical words in the piece of writing will be prepositions, connectives, etc. The easiest way to get students to tell the difference is by getting them to ask the question: could I explain the meaning of this word? If they can't, then it's not a lexical item. 

Lexical density is calculated as a percentage. Students underline all the lexical items and count them,  and this number is then divided by the total number of words in the text to arrive at said percentage.

EG. 70 lexical items divided by 110 words = 64% lexical density.

I tell students that a good piece of writing should have a relatively high lexical density (of course, this isn't exclusively the only thing that makes a good piece of writing - make sure you tell them that too!) The lexical density shouldn't be too high though - too high and it becomes incredibly jargonistic and hard to follow. Hopefully your best writers will fall between 60% and 80%.

I regularly get students to test the lexical density of their own paragraphs. It's a nice, concrete way for students to measure their progress if they're aiming to increase their use of extended vocabulary. A variation of the calculation to this end could be that they are only allowed to count each lexical item once. So if they write 'increasingly' then they can't count it again if they've used it later in the same paragraph. Also, for the calculation to work the paragraph needs to be more than just two or three sentences.

Grammatical Intricacy
This will require students to have an understanding of clauses, something that they may or may not remember from their literacy-intensive days of primary school. Students count the number of clauses in the paragraph and then divide these by sentences to work out the average amount of clauses per sentence in the piece of writing.

EG. 10 clauses divided by 4 sentences = 2.5.

The higher the resulting number the more grammatically intricate the sentences are. Ensure that the students don't equate this with any kind of judgment on the text - single clause sentences can be just as effective as complex sentences with multiple clauses. The point is that students have solid evidence to support judgements about the piece as a whole, especially if they are looking at the way sentence structure can be a reflection of style and genre.

The Drowned World was Ballard's second novel, a memorably dystopian vision of tropical London after the ice caps have melted.
Narrative Voice
This brings us to the lesson. In studying Jasper Jones with Year 10 I wanted to engage the students with the narrative voice that Craig Silvey employed in writing his novel. This, firstly, requires for students to have an overview of the choices that authors make when creating a narrative voice.
  1. This PPT breaks narrative voice down into three key starting points - tense, perspective, and language. Work through the PowerPoint by talking students through the activities and their understanding of them. You will need to help them unpack the difference between 'limited' and 'omniscient' when discussing Third Person. (If you want to extend students who are really interested in this stuff you could probably mention that there are, in reality, 12 different kinds of tense, and at least 6 different perspectives. Save this for the go-getters though, it will just confuse the majority!)
  2. Students then engage with a text extract from The Drowned World by J. G. Ballard. This text has little to no connection to Jasper Jones, which makes it a perfect comparative point in terms of looking at the breadth of narrative voice. The extract is a small piece that introduces the setting for Ballard's post-apocalyptic novel. I ask students to work in pairs on this so they can evaluate and make educated guesses at what genre it might be (they aren't made aware that it's a post-apocalyptic novel). The information they collect using the accompanying questions should assist them in helping build a picture of how the choice of narrative voice supports the kind of text Ballard has constructed.
  3. Then, to bring it full circle, students undertake a similar activity in analysing an extract from Jasper Jones. Of particular use is the final question in which they are ask to draw comparisons between Silvey's novel and The Drowned World, based on their understanding of narrative voice.
Resources
Resource 1 - Narrative Voice
Resource 2 - Extract 1: The Drowned World
Resource 3 - Extract 2: Jasper Jones

Thursday, April 13, 2017

Making Feedback a Big Rock


One of my mentors, a History/English teacher named Yvette Woodrow, once told me to "Pick what you want to be good at". There's a lot to consider when it comes to being a teacher in the 21st century; first and foremost are our students - teaching them, assessing them, assisting them in their journeys through school, and fulfilling our duty of care as their legal supervisors. Then there are other elements of our job (and I don't think I could ever successfully list all of these here without missing something) so here's just a few:
  • Administration pertaining to student attendance
  • Programming / writing resources
  • Building behaviour management protocols that can be used beyond the immediate time and place
  • Monitoring and assisting in the welfare of students, also beyond the immediate time and place of the classroom
  • Professional learning 
  • Collecting data in support of whole school initiatives and student growth
  • Timetabling classes and playground duties
  • Organising excursions 
  • Report writing and parent-teacher evenings
  • Year Advising
  • Working in conjunction for Federation to support issues such as staff wellbeing and Gonski funding
  • Whole school programs separate to our assigned classes, such as: Literacy and Numeracy initiatives, supporting AIME and other diversity-specific mentoring, after-school homework assistance programs, Gifted and Talented projects, sports coaching, student-led discussion and special interest groups, Positive Behaviour for Learning, learning support, leadership programs, community links, debating and public speaking, Tournament of the Minds, music and dance and drama performance evenings, etc.
You would be hard pressed to be doing all of these things well all of the time. So when I went to the Project Zero 2017 Sydney Conference a few weeks back and was shown a particular video I found myself thinking of what Yvette said: pick what you want to be good at.

The video in question is Stephen Covey's philosophy on 'Big Rocks'...


This clip was used by Rachel Merhebi, a HSIE teacher from the Ku-ring-gai High School Action Research Team, in support of a session titled 'Making Feedback a Big Rock'. It put me in mind of Yvette's maxim because we can't do everything as teachers, just as we can't in life. We have to work out the priorities first and then make these the 'big rocks'.

Okay. Metaphor over.

Ms. Merhebi took us through a few ideas centered around feedback, some of which were influenced by the texts Power of Protocol by McDonald, Mohr, Dichter, and McDonald, and Feedback edited by Robbie M. Sutton. The driving question for this professional learning was: How can I help my students become more disposed to seeking feedback?

Part of this process is establishing the kind of feedback we want to provide for our students, and Ms. Merhebi drew the conclusion that feedback should be:
  • Descriptive
  • Goal-oriented
  • Specific
  • Actionable
  • Constructive
  • Timely
In the case of peer feedback, the main areas to focus on should for it to be specific and constructive. The reason for concentrating the feedback in this way is that when peer assessment is involved we want to keep in mind that it's just as useful for the student giving the feedback as it is for the student who receives it. I've found that engaging my Advanced English students in the process of giving feedback has been an effective activity in directing their focus towards discrete essay writing skills.

For the Preliminary and HSC Advanced English comparative study modules I've made use of a peer editing proforma as part of the essay writing process. These modules are: Animal Farm and Elysium for Year 11, and the 1984 and Metropolis option for Year 12. In order for students to meet the 'reflection' requirements of the assessment task (for both modules) they need to have at least two students complete peer editing proformas for their work.

The proforma they use is here.

In addition to this I was inspired by Ms. Merhebi's session to make use of one of the many strategies she outlined. This particular approach comes from Creative Cultures of Thinking educator Simon Brooks and involves running individual feedback sessions for students. The basic gist is that the student comes along to a pre-arranged appointment, receives feedback from the teacher on the spot as the teacher marks the piece of writing right there, and then walks away with specific goals.

Simon Brooks - Professional Development guru
It sounds fairly straightforward and, really, it is - but I also found it to be quite empowering for the students, and immensely practical for me.

Putting it into Practice
The reason I waited until now to write this blog (rather than writing it directly after the Project Zero conference) was that I wanted to see how this approach went.

There are so many great ideas at professional learning conferences like Project Zero that it's just about impossible to put all of these ideas into practice. This brings us back to Yvette's wisdom and the 'big rocks' approach. Whilst sitting in Rachel Merhebi's workshop I decided to zone in on just this one strategy as something I'd like to try. I picked something and ran with it, rather than tried to note all the things. That might just sound like commonsense to some of you... for me it's a piece of advice that I need to constantly keep in mind so I don't drown in trying to do too much.

Anyway, here's my recount of how this feedback approach went down:
  1. I had students undertake a past HSC Creative Writing question in exam conditions during class time. It was something I wanted to provide some meaningful feedback on as I find it difficult to embed creative writing into the set modules for the HSC.
  2. I collected the responses and then put made available a booking sheet where up to 5 students could book in to see me in one of six times (a couple of my lunchtimes and non-teaching periods that overlapped with their own study periods). 
  3. The students then came to see me in groups of 1-5 and I sat them down independently for ten minutes at a time.
  4. Before this point I didn't even read the responses. The key idea that Ms. Merhebi spoke about was that it should be assessed in front of the students so they can see what the process is. The bonus of doing it in this way is that I'm also not spending time marking responses for those senior students who aren't interested, which is very practical when it comes to non-formally assessed tasks. 
  5. While sitting with the student I read the piece and talk them through what works and what doesn't, show them the HSC criteria, and give them an idea of what needs to be aimed for the next time they write a creative piece under the same conditions. Something that many of the students struggled with was to sustain their idea across at least three to four pages within the time limit given, so the advice could include a goal in the sense that they should aim to increase the length of their piece by a page each time we undertake a past HSC Discovery Creative question.
 And so ends this freewheeling account of professional learning and feedback ideas.

Monday, April 3, 2017

Reading Roll: January-March 2017

Killing and Dying by Adrian Tomine
The title of this collection of stories by New Yorker artist Adrian Tomine is a reference to the last entry of the anthology in which an awkward teenage girl takes a stab at stand-up comedy (in comedian parlance 'killing' refers to the jokes that hit their mark, and 'dying' to the ones that don't). Tomine stretches the definition of a graphic novel here by experimenting with story length to essay his way through the lives of the mediocre and not-quite-marginalised, presenting the reader with six separate tales of unfulfilled dreams and painful pathos. The result is something profound and almost undefinable; with finely observed illustration adding depth where dialogue simply cannot.

Southern Bastards Volumes 1-3 by Jason Aaron and Jason Latour
I don't claim to be an aficionado of the admittedly obscure genre of 'rural noir' but what I know of it (Winter's Bone, No Country for Old Men, Deliverance, Frailty) I like. Southern Bastards is a relatively new series from Image comics that continues Image's incredible track record for pushing the envelope in the medium in terms of genre and narrative. Spanning two generations of small-town life, Southern Bastards revolves around Euless Boss, a very successful high school football coach who rules the southern town of Craw County, Alabama, with a BBQ-rib-sauce-stained fist. A perfect example of a story where setting is key, Southern Bastards seems deep-fried in all the worst that southern Americana has to offer. Absolutely mesmerising.


The Sellout by Paul Beatty
I can't think of the last time I read a book so self-aware, so accusatory yet confident, and so relentlessly sharp. The Sellout is a modern satire on race relations in America that deftly explores the following scenario: if segregation has been outlawed in America then why does it still exist in all but name? From the central conceit of a young black man bringing black slavery back, to the carefully-constructed setting and hilariously droll and exaggerated characters that simultaneously manage to both exploit and subvert a whole slew of ripe stereotypes, The Sellout is (so far) the book of the century. A must-read.

Bagombo Snuff Box by Kurt Vonnegut
As you may or may not have noticed from the name of this blog, Kurt Vonnegut is my favourite author. Bagombo Snuff Box was the last short story collection published by Vonnegut while he was still alive, and collects together the majority of his remaining unpublished work (mostly short stories from the 1950s that were published in a variety of magazines and newspapers). If this were a lesser author then you would say that this was the 'scraping the bottom of the barrel' volume but as it's Vonnegut even his worst is still better than most. Highlights include: '2 B R 0 2 B' (a vision of the future in which ageing has been cured) and 'A Present for Big Saint Nick' (a darkly hilarious mash-up of Chicago gangsters and Santa Claus-wannabes).
People's China by Craig Dietrich
You're going to see a few Chinese history titles here as I went on a bit of China-binge during the recent summer break. This particular title gives a great overview of the Cultural Revolution and the events leading into and out of it, and I would recommend it as a strong entry point for anyone wanting to know more about these events - especially considering that People's China was written in 1986, making it an invaluable pre-Tiananmen Square Incident text.

Deng Xiaoping by Alexander V. Pantsov and Steven I. Levine
This recent biography of Deng Xiaoping promises to present the most objective depiction of Chairman Mao's most influential successor, eschewing both right wing and left wing interpretations of the 'great reformer' in order to present a more centrist and multi-faceted view. Most interestingly, the author asks the reader not to view Deng as the antithesis of Mao in any way. Deng did take a less despotic approach to leadership than his predecessor, however, there are also examples of Mao actually reigning in Deng's more murderous actions back in the 1950s - belying the idea that Deng Xiaoping was automatically the antidote to all the insanity that Mao had wreaked on China during the Great Leap Forward and Cultural Revolution.

China Without Mao by Immanuel C. Y. Hsu
Of all the books I read on China, China Without Mao was the only one written by a Chinese historian (albeit one who was an ex-patriot). Having been written less than 10 years after Mao's death, this history is one that defines itself somewhat immediately in terms of how communist-China has developed in Mao's absence - covering the fallout of the Cultural Revolution, the murmurings of democratic rebellion among intellectuals in the late 1970s, and conservative Deng Xiaoping's often contradictory drive to modernise China. The edition I read also has (a much-needed) postscript in which Hsu dissects the 1989 Tiananmen Square Incident and what it means to China.

The Cultural Revolution by Frank Dikotter
Frank Dikotter reconstructs China's most problematic area of history through the stories of the people who lived it, providing a balanced and up-to-date account of the chaotic politics that fueled an astonishing series of events. I found this particular history book quite invaluable in my researching of modern Chinese history, being as it zeroes in on Mao's revolution quite definitively whilst also providing some much needed context on the contributing factors and wide-reaching consequences.

Mao's China and After by Maurice Meisner
Meisner's history was written in 1977. This means, from a historian's perspective, it's a useful view of what people were thinking about the Cultural Revolution right as it had gasped its dying breath. Meisner has the view of a Westerner but nonetheless includes more than sufficient levels of detail and research to give his text the ring of authenticity.

Outliers by Malcolm Gladwell
This book blew my mind. Gladwell launches a paradigm-shifting study of success and how we understand it (or, more accurately, don't understand it). Of most significance is Gladwell's belief that success is all about opportunity rather than inherent greatness, something that he exhaustively sets about proving with a wide-ranging study of everything from hockey teams and Asian mathematicians to game show winners and feuding hillbillies. Gladwell is so comprehensive and illuminating in his writing and research that I think just about anyone who read this would be hard-pressed to not believe in his vision of success. It also helps that Gladwell's thesis is supported by the essential idea that the key to success is simply hard work (he writes extensively on the 10 000 hour rule here), which eschews all the quick fixes and god-given perspectives of effectiveness that most people would prefer to believe in.

Fight Like a Girl by Clementine Ford
It's hard for me to offer a critique of Clementine Ford's feminist call-to-arms without feeling like I'm somehow slipping into a criticism that reflects the inherently patriarchal nature of our society. I know that, in light of the 2010s resurgence in feminism and anti-feminism, talk of patriarchal structures can come off as sounding satirical but, honestly, Ford does such a great job of exploring the language and inherent biases purveyed by Australian and online communities that it's hard not to feel convinced. And even if you're put off by the idea of someone angrily tearing apart misogynist ideologies, there's still a lot of other stuff in Fight Like a Girl worth recommending. It's easy to latch onto the more controversial aspects of Ford's essays at the expense of recognising how genuinely funny she is, and how closely she shears to the bones of her own story in the most personal of ways. 

Swallow Me Whole by Nate Powell
Nate Powell has grown in stature of late as one of the pre-eminent names in graphic novel auteurship, and Swallow Me Whole is worth checking out as one of his earlier standout pieces. Part coming-of-age, part exploration of serious mental illness; Powell's exploration of a young woman's descent into schizophrenia is symbolically unsettling and somewhat bittersweet. It's also a masterclass in the use of the unique nature of the graphic novel to convey a narrative, with Powell ditching the use of dialogue at key points to profoundly immerse the reader in his protagonist's world.


Paper Girls Volumes 1-2 by Brian K. Vaughan
Paper Girls does for comics what Super 8 did for film and Stranger Things did for TV: revisit the zeitgeist of Spielbergian pre-teen adventure in order to effectively mine the collective nostalgia of so many genre fans who grew up in the 1980s. Brian K. Vaughan is already known for two massive sci-fi comic hits - Y The Last Man and Saga - and with Paper Girls he confidently goes three-for-three. It's probably safe to say that Paper Girls somehow trumps the weirdness of those other two series whilst paradoxically remaining more grounded through the use of a specific time period. It also helps that the effortlessly engaging narrative and well-drawn characters are perfectly complimented by the luridly apt blue-and-pink colour palette.

East of West Volumes 1-2 by Jonathan Hickman
What have I been doing without this comic series? It took a little while for me to warm to the blatantly mythic elements that scream 'epic showdown' right from the opening panels but I learned that in order to come to grips with Hickman's ambitious alternative-history I just had to go with it. This fantasy/sci-fi dystopia is almost overwhelming in its inventiveness. Native American shape-shifters that stalk the wastelands of a westernpunk America would be enough to fuel an exciting and original series all on its own, however, when teamed up with a futuristic and blood-soaked Maoist San Francisco, the Four Horsemen of the Apocalypse, and numerous other bold additions to a version of America that never quite broke free of the 19th century, the result is startling and hard to shake from the imagination. A great title that shows what a gifted storyteller can do with the medium of the comic.
The Secret River by Kate Grenville
Kate Grenville's bestselling historical novel is wonderfully evocative and carefully constructed, piecing together convict and settler histories of Sydney and the defiant remnants of an Indigenous culture that may never recover from the wrongs visited upon them in the last 220 years. The Secret River is the story of the Hawksbury River, and the uneasy meeting between emancipated convicts and the Dharug people that took place in the early years of Australia's settlement by the British. Grenville employs a a style of prose at once both immediate and distant, suggesting a certain sense of empathy but also reminding the reader that what they're 'witnessing' is a representation of actual history. I got a lot out of this book - it's incredibly well-written and rings true.
Embroideries by Marjane Satrapi
This anecdotal collection of memoirs explores the sexual politics of being a woman in Iran during the Islamic Revolution, and is set 'within' the main narrative of Satrapi's more famous work Persepolis. It's a rather brisk graphic novella that uses a traditional female-centric social gathering as a jumping off point for a range of interesting stories that subvert the way the West stereotypically sees Muslim women. Fans of Persepolis will enjoy Satrapi's patented combination of the hidden history of Iran and irreverent humour.

Criminal: Coward by Ed Brubaker and Sean Phillips
Leo is a professional criminal who has made his name for two very specific reasons: he's an excellent thief, and his strict adherence to a code of 'cowardice' ensures that he always lives to steal another day. This excellent, stand-alone noir comic has all the familiar tropes and hallmarks of the crime genre without feeling tired or cliched. Brubaker and Philips deftly control their exploration of generic conventions in a way that allows Leo's story to feel simultaneously pulpish, hard-boiled, and authentic. I was hooked from beginning to end.  
 

The Salty River by Jan Bauer
This graphic novel memoir tells the story of a German backpacker's journey of love and self-discovery in the Australian outback. The content feels a bit slim at times but Bauer's artwork is often beautiful and well-observed, and he does a good job of capturing the emptiness and yearning of Australia's often haunting environment. 


DMZ Volumes 5-12 by Brian Wood
Brian Wood's dystopian opus of an imagined Second American Civil War was something I previously touched on here. In the rest of the series, Wood explores his ideas with the kind of political depth usually reserved for academic journals and classics of literature, yet he manages to do it in the comic book form with almost casual aplomb. Essaying a complex cast of characters with a similarly deft quality that made TV's The Wire such an endurable intellectual classic of corruption, DMZ charts the journey of journalist Matty Roth as he lives, breathes, and kills his way through the disturbing no man's land of Manhattan that sits between the military complex of the United States of America and the insurgent Free States who have risen up as a domestic response to post-9/11 interference in the affairs of the rest of the world. A true 21st century literary classic.

Concrete Island by J. G. Ballard
There was something delightfully dotty and twisted that appealed to my sensibilities when I read the high concept blurb on the back of this J.G. Ballard novel. Concerning a modern-day Robinson Crusoe who finds himself stranded on the 'concrete island' between highways after a car accident, this novella mixes satire, the speculative nature of dystopian fiction, and survivalist adventure. In other terms, Concrete Island concerns itself with a high flying company executive who must come to terms with facing the rest of his life trapped in the worst corner one could ever hope to inhabit in the primordial urban sprawl of the increasingly emergent capitalist world of 1970s London. This is the second Ballard I've read but it's already clear to me that he has his whole own thing going on in speculative fiction, and I'll definitely be reading more of his stuff in the near future. 

The No. 1 Ladies' Detective Agency by Alexander McCall Smith
Alexander McCall Smith is so prolific that, despite only being published in the last 20 years, he has already written 100 novels. It's safe to say that his most famous creation is Mme Precious Ramotswe, the owner of the one-woman Batswana detective agency of the title. This episodic novel eschews the kind of intricate and highly involved plot that one might expect from the crime genre in favour of focusing instead of Mme Ramotswe herself as she charmingly finger-wags her way through a series adventures amidst a variety of colourful characters in post-colonial Southern Africa. McCall Smith's transportation of Agatha Christie-like tropes into an exotic locale breeds a hybrid that stands so confidently on its own two African feet that it's very easy indeed to see how Mme Ramotswe went on to star in at least 16 more novels. 

1599: A Year in the Life of William Shakespeare by James Shapiro
Shakespearean scholar James Shapiro meticulously and miraculously constructs Elizabethan England in reference to the Bard's life, creating a tour de force of historical context behind perhaps the most significant year of Shakespeare's life. In the year of 1599, Shakespeare's creative talents exploded with four of his most famous plays - Henry V, Julius Caesar, As You Like It, and Hamlet - and Shapiro does an astounding job of exploring the conditions that could have birthed such an unprecedented imaginative output. An absolute must for anyone teaching Hamlet, and a text that is grist as much for the History student's mill as it is for those who study English.


The Man in the High Castle by Philip K. Dick
This was my first Philip K. Dick and I really did not enjoy it at all. I appreciate the concept of an alternate history where 1960s America has been divided up between the Nazis and the Japanese, and there are some interesting parallels between this alternate history with our own history and a third history posited by the book-within-a-book authored by the eponymous high castle guy. What I could not get past, however, was how mindnumbingly pedestrian the plot was, the way the book jumped between several characters who existed solely to show different aspects of Dick's vision (whilst fulfiling no actual function in terms of plot advancement), and the misguided suggestion that the Japanese Empire of WWII was inherently more humane than the Nazis. I know the Nazis were responsible for Some Very Bad Things, but Japan's own atrocity-laden history in the 1930s and 1940s is arguably just as horrific, and the way Dick positions a Japanese-American government as the last line of defence between peaceful co-existence and the insane plans of a 1960s Nazi regime is just offensive. I honestly do not get what all the fuss is about with this famed novel.


Talking to My Country by Stan Grant
This memoir examines the concepts of Aboriginality, cultural identity in a hybrid-society, and the inherent inequalities that continue to fuel the gap between the Indigenous and non-Indigenous in Australia. Stan Grant explores this confronting division in our country via his own personal experiences, and does so with astonishing frankness and unabashed emotion. The candid nature of his storytelling had me turning pages quite rapidly, and I was moved at several points by his anger, sadness, frustration, and dwindling sense of hope for a potentially brighter future.

Ghost World by Daniel Clowes
I watched the film Ghost World back when it first came out, some 17 years ago, and I liked it a lot. It was funny and wistful and bittersweet, and had a quirky listless quality that exemplified the apotheosis of indie filmmaking in the early '00s. These days I'm firmly ensconced in exploring the canon of graphic novels and finally got around to reading Daniel Clowes' serialised exploration of post-school disaffection. I was surprised by how different the graphic novel was to the film. Although the essence and tone was basically the same, the plot and characters are vastly different - like, almost completely different texts. Anyway! Comparisons aside, Ghost World-the-graphic-novel is a darkly hilarious and sometimes disturbing look at the crossroads of life as experienced by two teenage girls after they finish high school. Enid and Rebecca are two of the great indie-comic creations of the 1990s, and exist in a pop culture bubble that represents a time and place as much as they do more universal themes of coming-of-age.

Hamlet by William Shakespeare
Ah, Hamlet. What can be said that hasn't been said before? This is my third time reading what is arguably the Bard's most famous play, and the first time I've read it in my 30s. The previous times were when I was about 27, and again before that when I was 17 and in Year 12. This year I'll be 37 so I guess that means I've read it approximately once every ten years. Maybe I'll make a habit of it. Anyway, reading Hamlet in my 30s was a completely different experience to my prior readings... I'm now convinced that there isn't a shred of madness to the Danish prince and that every decision he makes in his course of revenge is justifiably cautious. I guess my impression comes with the realisation that the Ghost may not be intended by Shakespeare to be Hamlet's dead father at all but an agent of the Devil. Maybe I'll change my mind again. I'll let you know in 2027. 


Blake and Mortimer: The Yellow 'M' by Edgar P. Jacobs
Taking its cues from Tintin, the Blake and Mortimer series of the 1950s is a pulp comic title of the ligne claire style, depicting all the espionage and derring-do of Tintin's adventures without any of the inventiveness or finesse. I guess my disappointment stems from hoping that I would dip into this series and find a whole new serial of Tintin-like excitement but, eh... it was just really naff. I love the artwork, and I love the pulp tropes that power it along, but man, the dialogue is so lame and exposition-heavy, and the characterisation is ridiculously paper-thin. I'm not sure if I'll read any more of this series.