The Telegram By Iain Crichton Smith Clues that

‘The Telegram’ By Iain Crichton Smith

Clues that the story takes place during WWII • ‘The Telegram’ • ‘Bismark’ • ‘Reverberations from a war fought far away had reached it’ • However, themes/issues raised are easily transferable to today’s wars in Iraq, Afghanistan… • The family members or loved ones of those fighting abroad face constant anxiety and worry

Clues that it is set in a remote Scottish village • “Roddy” • “Mc. Leod” • The names give the village a distinct Scottish feel • ‘unwillingly attended’ school • ‘only been there for thirty years’ • The narrative reveals that the town/village is narrowminded and insular • Shows that the thin woman is treated with contempt due to the prejudice which exists in little villages like this one

Anonymity in ‘the Telegram’ • The fact that the village is not identified adds to the idea that War is universal in its effects • This is also why the women remain nameless and why they are contrasting characters – to show that War can affect anyone

‘The Telegram’ and Symbolism • “This was a bare village with little colour and therefore the yellow was both strange and unnatural. ” • ‘local elder, clad in black’ – Represents The Grim Reaper • ‘the house to which the telegram was directed’ – made to sound like a weapon • ‘a strange missile pointed at them from abroad’ & ‘left desolation just like any other weapon’ – continues the idea that the telegram is a weapon

The Fat Woman • ‘fat domestic bird’ – the imagery here implies she belongs to the village, as well as conveying her physical appearance • ‘The fat woman’s son was an ordinary seaman’ – her son is less successful and poorly educated – ‘left school at the age of fourteen’ – because she isn’t driven or ambitious • This is probably similar to others in the village • ‘lived in the village all her days’ • ‘And then she added without thinking’ & ‘confused tone’ – indicates that she is not particularly intelligent

The Thin Woman • ‘more aquiline, more gaunt…more like a buzzard’ – imagery is used here to show her frail physical appearance but also to convey the idea that she is foreign to this village • ‘the thin woman’s son was a sub-lieutenant in the navy’ – her son has achieved more than most in the village because of her ambition and sacrifice • ‘the thin woman was ambitious’ & ‘not popular in the village’ • ‘she was an incomer’ – not accepted even though she’d been there ‘thirty years’ • ‘I made sacrifices…I lived on a widow’s pension…’ – she shows a little anger at how she is viewed in the community and attempts to justify herself • ‘The thin woman continued remorselessly as if she were pecking away at something she had pecked at for many years. ’ – Continues the bird imagery used earlier but this time suggests that she has grown tired of the village’s perception of her and will not let it continue

Their feelings toward each other: dialogue and Focalisation • “It’s different for the officers” – The fat woman’s dialogue shows a degree of jealousy here, as if the higher status of the thin woman’s son will save him • ‘the thin woman was thinking that the fat woman was very stupid’ – The focalisation shows the thin woman’s contempt for the fat woman • ‘Most of them could have better afforded to send their sons and daughters to university but they didn’t want to be thought of as snobbish. ’ – More focalisation to reveal that the thin woman knows why they dislike her but thinks that most of them are selfish

Their feelings toward each other: dialogue and Focalisation • ‘It was difficult to know what she was thinking of…Her mind was vague and diffused except when she was thinking about herself. ’ – Through focalisation again, the narration here reveals that the thin woman thinks the fat woman is both selfish and stupid • ‘No matter how you tried you never could like thin woman. She was always putting on airs. Mayor indeed. ’ – The writer continues to use focalisation effectively to reveal the fat woman’s resentment toward the thin woman as she perceives her to be a snob • ‘Why did she want to be better than anyone else? ’ – The question shows that she cannot understand the thin woman’s motivations • There is a clear conflict between them in terms of how they see things

Their feelings toward each other: dialogue and Focalisation • ‘But the thin woman didn’t gossip much. ’ • ‘you couldn’t feel at ease with her’ • ‘She sipped her tea, her little finger elegantly curled in an irritating way. ’ • By revealing more of the fat woman’s contempt for the thin woman’s attitude and mannerisms, the writer brings the tension between them to a climax

Answers 1. “They were like two birds” 2. “fat domestic bird”, “aquiline” and “buzzard” 3. Fat woman – fat, homeloving, nosey Thin woman – thin, ill-looking, nosey 4. Reverberations- continuing effects shown by saying “reached it” and “much had gone on” 5. Colon introduces an explanation of the effects of war that the village had experienced. 6. The young men had joined the navy and many of them had drowned abroad. 7. WW 2 – it mentions the “Bismarck” which was famous during this period and says “war fought far away” which fits in with the locations in WW 2.

Answers 14. It is a village, remote, cows are wandering about, it is a small place, not busy, not many people 17. Speaking quickly, trying to disguise their feelings of nerves/fear, feeling unwell at the thought their sons could be dead. 15. Thin woman: outsider, widow, ambitious, sent son to university. Fat woman: native, dislikes the thin woman 18. To guarantee the safety of her own son and save her family from heartbreak 16. Telegram is yellow, it stands out in the village because everything else is quite dull, seems unnatural 19. Repetition/symbolism/meta phor – suggests that she has to constantly repeat her justifications for her behaviour to chip away at the women’s prejudice.

Answers 20. Lack of control, speed, desperation, no pause, frantic prayer – feel sympathy and understand her emotions 23. Fat woman sees the truth of the thin woman, sees her vulnerability and realises she has had a hard life. 21. Simile – compares her touch to beginning of a relationship, kind act, first time she has experienced kindness from her, potential for close relationship 24. Repetition of “she saw” and mention of “extra vision” emphasise that it is like the first time she is seeing the real her. 22. Fat woman: pray, cries, hysterical, emotional. Thin woman: firm voice, hides emotions, holds herself together, strong. 25. Elder walked alone without knowing where he was going, tried to escape the truth. “not knowing where he was going”, “search of his son” etc show he is confused

Essay writing • What is the title asking you to do? • What initial thoughts do you have about how “The Telegram” shows this? • What evidence could you use to back up your ideas?

How to Write a Higher Critical Essay G. Scott - CHS

Know your stuff • Have a clear understanding of your main texts. • Choose two you are confident in and use third as a back up. • If you know your texts you should be able to quote the important parts. • Memorise at least 10 quotes per text! You may not use this many in your final essay but you need the flexibility. G. Scott - CHS

Choose the correct question • Know the main themes of your text and the motivations / actions of your main characters. • Read all the questions and highlight possible choices before deciding on which one to do. G. Scott - CHS

Plan • Yes plan! • Create a quick and simple plan explaining what your essay will look like. • Don’t go into unnecessary detail. Take the time to collect your thoughts and select relevant information. • This will help you in answering the question. G. Scott - CHS

Answering the Question • This is where we lost marks in the Prelim. • Think of it like this: you are answering a question in the form of an essay. You are not just writing an essay! • Read all of the question, not just the first sentence. You are answering the full thing! G. Scott - CHS

Answering the Question 2 • Refer to the question in your introduction to show the marker you mean business. • In each paragraph / section refer to the question – topic sentence & linking sentence. • Refer back to the question in your conclusion again to end on a high. • If you don’t answer the question you will get a 9 – no matter how good your essay is! G. Scott - CHS

Introduction �Identify the text and author �Use words from the beginning of the question and explain why the text is suitable for the question. �Include a couple of sentences that summarise the text – this should relate to theme and the question, not the main events. �Refer to the words from the second part of the question and explain what the essay will look at to fulfil the task and answer the question. G. Scott - CHS

Example • ''Nineteen Eighty Four'' by George Orwell is a novel which makes use of symbolism. The story follows Winston, the main character who lives in a dystopian society and wants to stand up to the totalitarian government named The Party to re-gain individual freedom. Orwell skilful use of symbolism along with theme, setting and characterisation helps express his opinion and enhance the reader’s appreciation of the text as a whole. G. Scott - CHS

Main body of your Essay • Your answer should be split into paragraphs and should follow the following pattern: • Statement • Context • Evidence • Analysis • Relate to question G. Scott - CHS

Topic Sentences • The first sentence of each paragraph should make it clear to the marker what your paragraph will be about. • Example 1 – The prologue of ‘Romeo and Juliet’ introduces theme of fate. • Example 2 – The opening scene of ‘Macbeth’ establishes an atmosphere of mystery and evil, which is developed in the rest of the play. G. Scott - CHS

Providing Evidence • You must use quotations. They are the evidence you are using to back up your answer. Without strong quotations you do not have a strong answer. • You should use one main quotation per paragraph but, for top marks, you can include smaller additional quotes if they help further back up your point. G. Scott - CHS

Comment / Analysis • Explain what quote means and how it answers the question • Look at individual words and phrases which further improve your argument • Look at how this quote relates to theme • You should know what you plan on saying about your quotations. As you have learned them thoroughly you know why they are important to your text and what they show. Explain this to the marker. • Remember to relate your analysis back to the question! This is essential. G. Scott - CHS

Statement, Context and Evidence • In addition, Orwell uses the paperweight, bought by Winston in the novel, to symbolise the importance of hope. Winston likes the fact that the paperweight, useless in a world without paper and books, is proof of a past much different to the present. It represents Winston’s utopia away from the dystopian society in which he now lives. He dreams of a future as simple as this object and describes it as: • “The room he was in, and the coral was Julia's life and his own, fixed in a sort of eternity at the heart of the crystal'' G. Scott - CHS

Analysis • Winston sees this object as symbolically representing a safe place for himself and Julia where they can be free from the party’s totalitarian society. He believes that they both belong in the past where they could express their opinions and have individual freedom. Winston is also taking a big risk by keeping the paperweight and this shows his rebellious streak. The use of the word ‘eternity’ highlights Winston’s desire to be with Julia forever which shows his love and devotion towards her. However, at the end of Part Two the paperweight is smashed by members of the Party who have found Winston and Julia’s secret hiding place. This symbolises the fact that an all-powerful, totalitarian government can never be defeated. When the paperweight smashes so do Winston’s hopes and dreams. The reader realises that once a group have managed to get complete control of you there is no way to defeat them. This reinforces Orwell’s message that we must ensure we remain vigilant in terms of knowing the people ruling over us and not allow those who govern us to have unlimited control over us. G. Scott - CHS

Linking • One of the main reason your should plan your essay is so that it flows nicely. • Go from one idea to another similar one so it is easy for the marker to follow. • Use a linking sentence to build bridges between your ideas. • Use knowledge of linking questions from close reading to help here. G. Scott - CHS

Link words / Linking Expressions • Continuing an idea – – – • Making a different point In addition Moreover Furthermore In the same way Similarly – – G. Scott - CHS However Nevertheless On the other hand In contrast

Link words / Linking Expressions • Drawing a conclusion – Therefore – Consequently – As a result of this – Thus – In sum • However, only use these at the start of a new sentence! G. Scott - CHS

Conclusion • Your conclusion should: – Follow on logically from what has been said – Refer back to the question – Sum up the main points in the essay. G. Scott - CHS

Spelling and punctuation �This is very important. One of the main areas you are marked on is technical accuracy. �If you continually spell words incorrectly or miss apostrophes you will lose marks. �If you are unsure of how to use a specific punctuation mark learn before you go in. Ask a member of the English Department if you are stuck. �If there are difficult words you know you will use in your essay learn them before going in. If you are in the exam and can’t think of how to spell a word, don’t use it. G. Scott - CHS