Y3 Fye Larts Updated

Chinchilla Notes Written by Ryan Chin, Updated by Andrew Lim
Y3 IP LARTS Notes 2019 (Updated 2021)
Poems ..................................................................................................................... 2
The Man in the Bowler Hat .................................................................................... 2
Nativity Play ........................................................................................................... 5
Sheltered Garden .................................................................................................... 7
The Student ............................................................................................................. 9
Not My Best Side ................................................................................................. 11
Suicide in the Trenches ........................................................................................ 13
Children in Wartime ............................................................................................. 15
Short Stories ........................................................................................................ 18
The Lemon Orchard ............................................................................................. 18
The Sniper............................................................................................................. 20
The Dumb Martian ............................................................................................... 23
Samphire ............................................................................................................... 25
My Oedipus Complex........................................................................................... 28
Feet ....................................................................................................................... 31
1
Poems
This section on poems will include 3 parts:

1. Introducing the poem’s background and themes
2. Analysis of the poem based on tone, structure, imagery and diction
3. Comparison of poem with other works with distinctly similar or
contrasting characteristics
While the first section may seem redundant in an essay, reading it will provide a
suitable prerequisite for the deeper understanding of the play. We will keep to
relatively simple literary devices in the second section, and compensate with
detailed comparisons in the third, which are typical of a mature, sharp analysis.
The Man in the Bowler Hat
1. Themes and Background

• Written by A. S. J. Tessimond, whose other works include Song in a
Saloon Bar and Portrait of a Romantic.
o Possibly reflecting his life in London, of these poems share a
common trend of capturing the spirit of ordinary people in different
urban situations, painting a vivid image of society and its nuances
at the time
• The Man in the Bowler Hat is told from a typical businessman wearing
the stereotypical bowler hat, a symbol of the working class at the time
• Themes: Oppression, plight and suffering of the middle working class,
societal conformity
2. Analysis
• The Man’s Obscurity
o “The man” S1 L2,3,4 – diction (anaphora), representing the tedium
and monotony of the man’s life
▪ Suggests that he is well-known distinctly for his unique
personality traits, as he is singled out as “the” man
▪ However, irony sets in in the words that follow, bemoaning
how he is invisible in society and hardly noticed, giving the
man a somewhat bitter and sarcastic tone
2
o “looked through like a windowpane” S1 L3 – imagery and

symbolism of the windowpane, which is confined to a frame
(societal conformity)
▪ Just as one looks through a windowpane to see what is
beyond it, the man is hinted to be treated as a mere medium
for others to enjoy and see more interesting things
o “Colour of the carriage, the colour of the mounting” S1 L4,5 –
imagery suggests that the man has lost all of his character in the
eyes of others, as he is merely associated with his work
o “The rails on which the moment passes” S4 L1 – imagery of rails
represents a mere a course for passage, to be crossed and trampled
on, gone and expended in a fleeting instant
• The Man’s Lamentation

o “too busy with a living to live” S2 L1 – diction (irony and
oxymoron), the choice of diction in “a living” represents an object
and noun, and that he views his lifestyle as something to deal with,
not something to be immersed in
▪ This is the first sign in the poem where the man suggests that
there lies a more meaningful future for him, but is
immediately shut down by……
o “to see and smell and touch” S2 L2 – diction (asyndeton) – the man’s
hope is extinguished by the admission that he is desensitized to
life, robbed of his ability to observe and potentially make
arguments based on what is around him (he has become
accustomed to what he sees and experiences)
▪ The speed with which the man shuts down his own hope
carries a cynical tone, and reflects how he has been stifled by
society to the extent that he subconsciously dismisses
rebellious thoughts
o “the nation’s backbone, who am boneless” S3 L1, 2 – tone and irony
that ridicules the situation, showing that having to drive the
nation’s economy and anchor it has in turn robbed him of his
ability to act for himself
o “playable catgut, pliable clay” – alliteration and pun used, when he
manipulates the words to sound like one another, shows how the
upper classes have manipulated him to be just like the others,
removing any hint of individuality
3
▪ “catgut” – part of an instrument, which is used for pleasure

and entertainment, at the expense of the life of the animal
used to make it. It symbolizes how the persona is toyed with
by the upper classes at his expense, being exploited and
harmed for the mere psychological need, causing the man’s
tone to take on a more sadistic note
• The Man’s Resignation

o “The Man they label Little” S3 L3 – “The Man” represents the
collectiveness of the working class, emphasizing their uniformity
and lack of individuality, that they can be easily named and
identified as a group. “Little” has become a belittling name and
identity, in a bid for suppression
▪ Tone of resignation as the man comes to realise the true
extent of suppression on the working class
o “the led, the easily fed” S5 L1 – Tone of resignation and
submissiveness as the man allows himself to be swayed easily,
while being easily satisfied and settling for superficial appeasement
o “sound……bound……ground……round” – Diction (rhyme)
shows the man coming to terms with reality and seeing the bigger
picture, as just like how rhyming words start differently, they end
the same, reflecting how while everyone in the working force
entered with their own character, they have been dulled to
uniformity and stripped of their individuality
▪ Polysyndeton used to bring across sense of being
overwhelmed by the true nature of his predicament
o “waveworn pebble-round” S5 L6 – the man ends the poem with the
metaphor of a stone, being eroded over time and conformed to the
desires of others, giving a final resigned verdict that he, along with
many others, has been a victim of circumstance
Note: The man constantly uses metaphors throughout the poem, comparing
himself to objects, reflecting the dehumanization he has suffered at the hands of
society
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3. Comparison
• The Man in the Bowler Hat is similar to Sheltered Garden, as the persona
in both poems bemoan being conformed to society’s expectations and
having their individuality smothered
• The Man in the Bowler Hat complements Nativity Play, as both personae
are seen as insignificant individuals (one a business worker, one a child),
and have their opinions unnoticed, despite the business worker having a
higher position and the child being bolder
Nativity Play

• Written by Tilla Brading, Nativity Play refers to a performance
portraying the birth of Jesus. In this poem, the child is being forced to
participate in the play with props that seem to insult his maturity and
awareness beyond his years (or what the adults would perceive to exceed
expectations)
o It is ironic that adults would choose children and childish props to
portray such a significant event, and that even the persona
recognizes this, yet as a child, his voice goes unheard and nothing
changes about his plight
• Themes: Sacrifice of a child’s dignity, ignoring the opinions of
insignificants, underestimating a child’s maturity
2. Analysis
• The child’s discomfort
o “What gets me” S1 L1 – diction is shown to suggest right from the
start, the child is shown to be extremely disturbed by being in the
play and the props used to portray him in a somewhat absurd
manner, showing that he has a clear opinion of the situation
o “wire frame of the wings jabbing my back” S2 L1,2 – visual imagery
is employed to suggest that the child is suffering physical
discomfort from the props. Diction in the form of “jabbing” and
“rigged up” suggest a degree of force used to prepare the child to
perform
o “the halo it’s just a ring of neon” S3 L1,2 – visual imagery paints a
ridiculous picture of an uninterested child, dressed up with props
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he knows are poor improvisations. The child’s tone carries a sense

of frustration as he feels that his dignity and maturity is being
insulted, apart from the physical pain
• The child’s dismissiveness

o “some”, “just”– diction employed to show the child’s lack of
commitment to the play, dismissing everything around him as
conveniently arranged elements as a result of the lack of effort
shown by those who arranged the play. He is the victim of it as he
is the showpiece for their slipshod work, carrying a tone of
exasperation
o “who invented angels anyway?” S5 L1 – rhetorical question suggests
that this is an afterthought on the child’s part, and that he is neither
interested in knowing the answer, nor will it cause him to be any
more invested in the play
o “something dreamed up” S7 L1 “too much earthly weight” S8 L1,2 –
juxtaposition between the child’s keen observation that the play’s
constructed was probably unrealistically crafted by the adults with
his own logical view that he is too heavy to be lifted above the
ground defies convention, as the child seems to be more in touch
with reality than idealistic adults, choosing to put his faith in
something he can tangibly see and feel, rather in a tale he is being
convinced to be part of
• The child’s ignored boldness

o “I don’t believe in angels” S6 L2 – a bold tone with a direct message
is used to portray the child clearly continuing his stance that all that
is around him is not worth participating in, choosing to openly
declare that he does not believe in something that the adults are
evidently trying to convince him is real, demonstrating the child’s
courage and boldness in going against the grain despite being
pressured by people older and supposedly more mature than him
o “I only said I’d do it go get off games” S9 L1 – the child’s thought
process and decision making is revealed, showing that he is a sharp
individual who is able to weigh up various factors in order to get
the best outcome of a disadvantageous situation, once again going
against the stereotype that children are unable to organize their
thoughts to a sufficient degree to make coherent decisions.
6
Note: Despite the child’s clarity of intention and eloquence, the poem seems to
be a mere monologue on his part, and all the frustration and discontent that he
expresses is left unnoticed, showing how a child, seen insignificant in the eyes
of others, is left without a voice, ironically on the subject of a play that preaches
acceptance of all ages and kinds
3. Comparison
• The Man in the Bowler Hat complements Nativity Play, as both personae
are seen as insignificant individuals (one a business worker, one a child),
and have their opinions unnoticed, despite the business worker having a
higher position and the child being bolder
Sheltered Garden

• Sheltered Garden was written by Hilda Doolittle, known for her sharp use
of imagery to reflect abstract ideas, in this case her life and freedom, and
by extension women across the country, being smothered by men and
conformed to the will of society
• Themes: Objectification and suppression of women
2. Analysis
• Suppression of Woman’s Expression
o “border-pinks, clove-pinks, wax-lilies, herbs, sweet-cress” S3 L2-3 –
diction (asyndeton) used to highlight man’s categorization of
women, into various types based on their beauty, symbolized by
flowers
o “there is no scent of resin” S3 L2 “taste……aromatic, astringent” S3
L4,5 – use of olfactory and gustatory imagery as the woman
bemoans the lack of sensory stimulation the garden, possibly
symbolizing the expression of women’s personality that permeates
their interactions with others that is now lost
▪ The persona laments that this individuality has been replaced
by “border on border of scented pinks”, with diction
employed through the repetition of border, suggesting that
she feels confined by men trying to assimilate and objectify
her to “pink”, a potential symbol of femininity
7
• Loss of Woman’s Freedom

o “no taste of bark, or coarse weeds” S4 L4 – in contrast to the flowers
that man has tried to conform her to become for their pleasure and
interest, the woman longs to be something more rugged and
resilient to be free – she does not care for her own beauty or how
others perceive her, and desperately wants to break free of her
gender role, yet is disappointed by the lack of any in the garden
o “fruit under cover that wanted light” S5 L1,2 – diction (analogy) is
used to reflect the persona’s view that man has robbed women of
their ability to provide for themselves so that they will be reliant on
men and thus be more compliant toward conformity
▪ Fruit, as you know, are part of plants, which can undergo
photosynthesis and provide for themselves, yet men have
smothered them, rendering them unable to do so and thus
rely on them (yes, it’s not 100% accurate by just go with it.
Larts teachers are not science teachers)
o Free verse structure also symbolises the woman’s desire to be
liberated
• The Woman’s Frustration

o “every way ends, every road, every foot-path leads at last to the hill
crest” S2 L1,2,3 – Diction is used through the repetition of “every” to
indicate the woman’s exasperation, in the realization that
regardless of her repeated attempts to innovate, discover and
explore, she has been confined to the same destination time and
again, the “hill-crest”, an elevated point to be showcased for her
beauty as an asset, and nothing else
o “I have had enough” – repetition betrays woman’s frustration and
desperation, reinforced by the monosyllabic line “I gasp for breath”
o “Have you ever…….smothered in the straw?” S5 – rhetorical
question employed to signal the woman confronting an unseen
person and asking for sympathy, with diction employed to
demonstrate her frustration toward her situation, citing a melon,
“almost” ripe, only to be smothered and stifled in growth and
development
3. Comparison
• Just like The Man in the Bowler Hat, the persona is shown to be stripped
of her individuality and longs to be free from society’s conforms
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• Not My Best Side also shows the limitation of women to gender

stereotypes, while the women struggle in vain to be free
The Student

• Written by Derek Power, The Student is a typical example of Power’s
writing style, analysing social situations from the lens of others. In this
case, he may be doing so from the perspective of a student who is
shackled by addiction and has thus lost sense of organization and purpose
• Themes: vices crippling one’s sense of purpose, confusion that comes
with aimlessness
2. Analysis
• The Student’s Self-Resentment
o “My work unstarted my paper blank” – enjambment carries a tone
of lamentation and self-loathing, as the student regrets the state of
his work as a result of procrastination
o “I am quilt ridden” – diction (pun) used to suggest that he means
“guilt ridden”, but chooses to use quilt as he subconsciously sees
his current state of inaction as one of comfort, just like one hides
under a quilt when at rest. Being bound to a quilt, part of a bed,
also suggests that the persona sees himself as handicapped and
actually incapable of doing his work, on top of choosing not to do
anything about it
o “Inside my mind there is a blight” – diction and imagery used to
show that the student really thinks that he is stricken by a disease
that inhibits his cognitive function
o “I have been using opium ink again” – diction and regretful tone
indicates the student reflecting on his actions and resenting himself
for the consequences of doing it “again” – the metaphor of opium
ink acts as an ironic symbol, as ink is one of a student’s most
valuable tools, yet instead of using ink to its full potential, the
student is being ‘used’ by it and is a victim to its effects
▪ This is encapsulated in a quote by Marshall McLuhan, “We
shape our tools, then our tools shape us”
9
• The Student’s Warped Logic

o “The party will be a good experience …… I’ll work all night
tonight” – irony and diction shows that the student has become so
accustomed to his lifestyle that his logic has been twisted to think
that going to a party, in truth for his pleasure, is for his educational
and psychological benefit, using common terms used in holistic
education like “good experience” and “discussion” to poorly justify
his actions
o “I’ll buy some study aids, they will act as pacemakers” – the
student chooses to rely on external factors to help him to study,
which require money and are not guaranteed to help, showing his
desperation in placing faith in anything the “commercial
whirlpool” has advertised, to the extent that he regards it as a
“pacemaker”, a device vital toward the survival of patients with
severe heart conditions (while subconsciously yielding that there is
something very wrong with him as well
• The Student’s Aimlessness and Helplessness

o “I reshelve my books, shunting them into another sidetrack” –
under the addictive vice, the student is not doing anything
productive, yet tries to convince himself that he is making use of
his time. Yet, the word “reshelve” suggests that he has done this
task many times before, and has habitually turned to such a simple,
pathetic activity as a form of escapism from the self-loathing and
unproductivity that he can no longer bear
o “I don’t feel up to it today” – the student bases his plans on his
feelings, which are already influenced by the opium that he is
addicted to, thus it is highly unlikely that he will ever feel “up to
it”, let alone “get down to it” tomorrow, showing the mindset of an
irrational procrastinator (but isn’t that all of us? ◆ : ). He sees
v
himself as a helpless victim
o “scythe-armed bandit” – imagery of a scythe suggests reaping of a
harvest, which could symbolize the productive work that the
student has done. However, in not having done anything
productive, that motivation turns into guilt that threatens to
consume the student, compelling him to turn to another vice to
escape, gambling, suggesting the cyclical nature of his
procrastination and the ever-worsening predicament that he is
creating for himself
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3. Comparison
• The student and the woman in Sheltered Garden both find themselves in
inescapable situations, yet they contrast as the student dug his own grave,
while the woman fell victim to a social structure made by others.
• This can also be said for The Man in the Bowler Hat, but both persona are
similar in that they come to accept their situation and do nothing to
remedy them
Not My Best Side

• Not My Best Side, written by Ursula Fanthorpe, is a satirical rendition of
the myth “St. George and the Dragon” and is particularly inspired by
artist Uccello’s rendition of it, imagining his artistic subtleties in a
different context to reflect societal prejudices toward women (misogyny)
and gender stereotypes placed upon them
o The poem actually references to many elements in the painting,
with a dragon with two feet left off and a horse with a deformed
neck. The first stanza is from the voice of the dragon, the second
the maiden and the third the knight
o From my point of view, the maiden represents a woman longing to
break free from societal conforms, while the dragon represents that
hope itself. The woman is obsessed with the dragon (since she
clings to that hope), but the dragon does not reciprocate (showing
that the hope is left unfounded) and eventually dies (the hope being
extinguished). The
knight represents
man’s desire to
maintain control
over women, and
thus slays the
dragon
• Themes: Misogyny in
society, narcissism of
men, futility of resistance
against gender
stereotypes
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2. Analysis
• Men Holding on to Power
o “Diplomas in Dragon Management and Virgin Reclamation” – an
assertive and arrogant tone is used right from the start, as the
knight boasts superiority over both the dragon and the maiden. He
nonchalantly views the dragon as something to merely be
managed, not a worthy adversary to struggle against. He also
perceives himself to be the only one to rescue the maiden and
restore her to her ‘rightful’ value, as a virgin, immediately
suggesting that he is objectifying women. This establishes the night
as extremely narcissistic, who only cares for himself
o “Don’t you want to be killed and/or rescued in the most
contemporary way?” – diction is used as the man questions the
maiden and dragon with an unconventional slash sign used, which
shows his lack of interest in the situation as he lazily addresses the
beast and the maiden at the same time, showing his lack of regard
to the maiden’s status. He brings up the contemporary way as it
always features the man as the dominant figure, and tries to assert
the roles“sociology and myth” have designed
o “by being choosy, you are endangering job-prospects” – the man
arrogantly assumes that the woman is ignorant of her actions
toward industries and jobs, demonstrating the stereotype that a
woman should not be found in the workplace. He further suggests
that by showing any volition of her own or going against the script,
she is disrupting society, establishing that she has no right to resist
his eventual triumph, even if she wants to be with the dragon
• Women Defying Gender Stereotypes

o “I quite took to the dragon” “I didn’t quite fancy him” – the maiden
sees the dragon as an alternative to the knight, and tries to break
free of the mythological norm that as a damsel in distress, she has
to take to her rescuer. In this sense, the mythological conventions
reflect the expectations placed on women by society, including the
plans made for her by men, as she recognizes that “a girl’s got to
think of her future”
o “lovely green skin” “might have acne, blackheads or even bad
breath” – visual imagery suggests that despite this, the maiden still
shows traits reminiscent of a typical woman, with materialistic
analysis of both the dragon and the knight based on their
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appearance (juxtaposition is used), showing that while she is trying

to break away from her mould, it is so deeply ingrained in her that
it is visible even in her resistance
• The Dragon as a Symbol of Freedom

o “he left off two of my feet” –visual imagery is used to reveal that
the dragon is dealt a disadvantage as the artist chooses to paint it
with two feet missing, suggesting that the artist, representing
society, unfairly treats the woman’s hope of breaking the norm, as
the dragon is the alternative to man, and distorting the dragon to
make it less capable or attractive may sway the woman
o “ostentatiously beardless” “unattractive” – diction and irony are
used to show that while being the prospect of the women breaking
away from her gender role, it still views the situation in a very vain
and materialistic manner, reminiscent of the stereotypical woman.
It is also extremely idealistic and puts its faith in the myths that the
woman shuns, that “ritually”, it will resurrect, showing that in the
end, the maiden’s resistance is largely futile, as the dragon is easily
slain by the knight
3. Comparison
• Not My Best Side also shows the limitation of women to gender
stereotypes, while the women struggle in vain to be free. Both use
extended metaphors to do so
Suicide in the Trenches

• Suicide in the Trenches is written by Siegfried Sassoon, who wrote
poems while in the trenches during WWI, so he probably experienced
these atrocities first hand. He may have been inspired to write this
poem by a man whom he met while in hospital
• Themes: Cyclical nature of the soldier’s life, devastation of war, the
ignorance of the sheltered public
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2. Analysis
• The Soldier’s Loss of Joy
o “slept soundly through the lonesome dark and whistled early
with the lark” – visual imagery paints the soldier as a carefree,
cheerful man before seeing the atrocities of war, unaffected by
external trials like being alone at night, and finding optimism in
overcoming them, viewing life in a rather “simple” manner, as
all that he sees is positive regardless of what it is
o “with crumps and lice and lack of rum”- juxtaposition and
change in tone as when faced with the struggles of war, the
soldier struggles to find hope, and is affected by his
surroundings, even relying on materialistic pleasures like rum to
keep his spirits up rather than his own optimism, showing how
war has whittled down the soldier’s will to live
o “simple soldier” “put a bullet through his brain” – diction used
to contrast the initial sibilance and plosive sounds that come
with the soldier’s suicide encapsulates the change in mood of
the poem
▪ Irony is used to suggest that while the soldier once easily
slept at night, the only way he can now calmly go to sleep
after the trauma of war is to commit suicide
• Ignorance of the Public

o “cheer when soldier lads march by” – once again, the tone is
changed to a lighter one, while the crowds do not seem to notice
the loss of the soldier and instead cheer while the soldiers are
subjected to strict regimentation, showing a clear lack of
sympathy for the soldiers who are currently suffering
o “sneak home and pray you’ll never know the hell where youth
and laughter go” – the persona addresses the public in an
accusatory tone, pointing out that they have chosen to stay
unaware of the atrocities of war. While appearing to put on a
façade of support for the soldiers who risk their lives every day,
they silently wish that they will never have to experience it
themselves. Diction is used to contrast religious words like pray
and hell, where the masses are portrayed as desperately turning
to gods to stay innocent from the hell that is the terror of war
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• Cyclical Nature of a Soldier’s Passing

o “empty joy” “cheer when soldier lads march by” – diction
(repetition); these two mentions of joy at the start and end of
thepoem allow the reader to link between the lines and realise a
cycle from this turn of events – the crowds surely have empty
joy when the soldiers are passing, as they hardly know what
they go through on the front lines, nor know their losses, due to
their chosen ignorance. Compared to the “empty joy” of the
soldier before the war, the reader realises that the soldier may
have once been very much like the masses, ignorant of the
atrocities of war, only to crushingly experience it for himself.
The fact that “no one spoke of him again” reinforces the fact
that the public is wholly unaware of the suffering soldiers have
to endure on the front lines, only for a select few to be called to
replace the perished and lose their “youth and laughter” to the
hell that is war, just like the soldiers that came before them,
painting a tragic image of war and how it seems to be never-
ending
Note: The line “no one spoke of him again” only has 7 syllables, compared to
the iambic tetrameter (yeah, its technical, I don’t like it either) for the rest of the
poem which gives it an innocent, nursery rhyme-like rhythm. This indicates
how one’s innocence can be lost through war and that the soldier’s life ended
prematurely
3. Comparison
• Suicide in the Trenches is very much similar to Children in Wartime,
as it paints a vivid picture of the devastating effects of war, and the
subsequent loss of innocence after witnessing its atrocities
Children in Wartime

• Children in Wartime, written by Isobel Thrilling, depicts a child’s
perspective of an air raid and its disruptive effect on his life
• Themes: devastation caused by war, loss of innocence
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2. Analysis
• Disruption Caused by War
o “sirens ripped open the warm silk of sleep” – diction and auditory
imagery used to portray the abruptness with which the attack
comes. Sibilance (silk and sleep) show the comfort and peace
before the attack, only for onomatopoeia to disrupt the quiet scene,
“ripping” the serenity of the night
▪ Here, silk is a metaphor for cocoon, which is the place of
development for butterflies (or moths, whatever), and
represents the safe, sheltered environment for the child to
learn, develop and grow prior to the war while being
unaware of the external environment, that is now destructed
by its arrival, showing the disruption and trauma that war
can cause on a child’s development
o “streets that ran with darkness” – imagery shown in personification
of streets running with darkness continues metaphor of a moat, yet
reveals a vulnerable disposition, as the persona are shielded only be
an easily passable barrier, which runs with the ominous element of
darkness, something so nearby is now uncertain
• Confusion and Innocence of a Child

o “thunder left such huge craters of silence” – paradoxical, unnatural
nature of war, as well as its devastating effects – volatile and
unpredictable, as it can go from one extreme to another. Silence
shows a change in behaviour of the entire scene, including the
people in the vicinity of the blast, revealing that the war has also
had an emotional toll of the people, especially a child
o “thunder” “storm” – diction betrays the child’s innocence and
confusion, as he tries to make sense of the disorienting situation by
using metaphors to relate the circumstance to more familiar
images. All this while, the adults attempt to shelter him by playing
down the situation, but the child seems to already be traumatized
and panicked
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• Devastation Caused by War

o “jaw of glass” – visual imagery symbolises the fragility of a child,
as the persona sees what is in front of him. He takes personal
ownership of the window and floor, as he takes them as “my
window” and “my floor” – revealing that he has an emotional
attachment to both and that they are meaningful to him. This is
only for the window to be shattered, and parallels the emotional
shattering that he must be feeling. He sees the entire scene as
extremely menacing, as the window, which was once an avenue for
him to safely peer outside, now looks like a threatening figure, with
jaws that seem to engulf his future prospects. Without the glass of
the window, he is looking directly outside, which disorientates
him, as his window “spun with stars”. No longer sheltered by
others or the window, this symbolises that he is now directly
exposed to the atrocities of war, and must come to accept the
reality of the situation, and that he can never forget what he has
witnessed
3. Comparison
• Suicide in the Trenches is very much similar to Children in Wartime,
as it paints a vivid picture of the devastating effects of war, and the
subsequent loss of innocence after witnessing its atrocities
• Children in Wartime and Nativity Play actually link quite well –
nativity play, with a much more trivial setting, can represent life
before the war, as the child is outgoing and bold about his opinions,
only for his growth and development, no matter how imperfect, to be
disrupted and ruthlessly shattered by the war, fully displaying the
devastation caused by war
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Short Stories
This section on short stories will include 3 parts:

1. Plot summary and themes
2. Analysis of the story
3. Comparison of story with other works with distinctly similar or
contrasting characteristics
The Lemon Orchard
1. Plot Summary and Themes

• This story is written by Alex La Guma, whose works are centred around
life in South Africa
• A group of white men capture a black man in his sleep and escort him to
the middle of a lemon orchard. Along the way, they attempt to make him
speak, only to be repeatedly frustrated by his refusal to comply, only for
the white men to resort to violence at their destination
• Themes: The futility of the black man’s struggle, the white man’s
superiority and cowardice, racial discrimination
• Prominent Literary Devices: Juxtaposition, Irony, Tone, Diction (choice
of derogatory terms
2. Analysis
• The White Man’s Hypocrisy and Cowardice
o Throughout the story, the white men accuse the black man of being
“uncivilized”, but appear to be more uncivilized themselves,
resorting to derogatory terms like “kaffir” and “slim hotnot” to
assert their dominance – this false sense of superiority is clearly
deeply ingrained in their society, to the extent that the white men
can freely use it in their conversational speech in front of the black
man himself
o While the white men are superior both in manpower and firepower,
even having weapons at their disposal, they fail to realise that their
tactics are not working until they resort to violence, showing a lack
of observational skills and having to utilize barbaric measures to
assert their superiority, which in itself is quite uncivilized
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o In addition, while the leader openly declares that he will shoot

“whatever hotnot or kaffir [he desires]”, the entire scene occurs
under the concealment of night, showing that the white men are
doing so in fear of the authorities themselves. They are in truth too
afraid to kill the black man, as they “don’t want that kind of
trouble”
• The Black Man’s Silent Victory

o The black man, on the other hand, is revealed to be “educated”, and
is extremely self-aware, to the extent that he can perceive how his
own actions may impact the white men’s view of him and his
subsequent treatment, trying to prevent himself from shivering
“should it be mistaken for cowardice”. Very much in contrast to
the white men, who keep using derogatory terms without observing
their lack of success, he seems to be calm and calculated.
o He is also extremely perceptive, realizing that the white men are
too afraid to shoot through their dialogue, and thus chooses to
remain silent. While the white men get increasingly frustrated,
yelling at him “Did I not speak to you?” and “Why don’t you
answer?”, he stands firm, only yielding when his life is truly
threatened. This shows his ability to analyse the situation and
decide on the necessary course of action, with the willpower and
resolve to hold fast to his stand, yet has the flexibility and
sharpness to give in if the situation requires so
• Futility of the Black Man’s Struggle

o Over the course of the story, the lemons are used as a symbol of the
surrounding tension, with their “bitter-sweet citrus smell”
mirroring the black man’s bitter-sweet victory, especially when the
“perfume of lemons” seemed to grow stronger toward the climax
and conclusion of the story
o Despite his resistance, the white men finally unleash violence
against him, with superior resources and manpower, symbolizing
the privileges that white men receive in society, yet showing how
impressive it was that the black man was able to hold off for so
long. Nevertheless, dispatched with the “quivering shine of
scattered quicksilver” coupled with the frightening imagery of
“angled branches” and “tips and edges” of leaves suggesting that
knives were used, the black man’s resistance is proven futile
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o This is coupled with an earlier revelation that the “principal”,

“meester of the church” and “magistrate”, respected individuals,
also participated in discrimination against the black man, it paints a
hopeless picture for him against institutionalized racism – if he can
only stand against a group of white men for a short period of time,
however impressive it may be, what chance does he have against
an entire society deeply steeped in racism?
3. Comparison
• The Lemon Orchard is similar to The Sniper in the sense that in both of
these stories, the sniper and the black man put up resistance against the
enemy, yet end up overwhelmed with loss, showing the futility of their
efforts against institutionalized ideas deeply ingrained in their respective
societies, namely racism and war
The Sniper

• The Sniper is written by Liam O’Flaherty, a war veteran who participated
in WWI and the Irish Civil War, which he based this story on
• In the height of the Irish Civil War, a republican sniper is seemingly
surrounded by adversaries. While finding initial success in destroying a
string of enemies, he is eventually injured, before killing another sniper
whom is revealed to be his brother
• Themes: Dehumanisation caused by war, the futility of war
• Prominent Literary Devices: Foreshadowing, Tone, Diction, Visual
Imagery, Irony
2. Analysis
• Dehumanisation of the sniper
o In this story, the reader is given a 3rd person perspective, which
gives him access to the hunter’s thoughts and emotions, while
being somewhat confined to his scope, heightening tensions and
causing the reader to feel uncertainty and vulnerability for the
sniper
o However, this is juxtaposed with the sniper’s cool and calculated
demeanour, as short, concise lines are used to describe his
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circumstances, as he “[sees] the flash” and he “[drops]

immediately”, reflecting his sharp analysis of the situation and
decisiveness, despite the chaos ensuing around him – this suggests
that the sniper is suppressing his emotions in order to fight more
adeptly in the war, and has thus made him an unfeeling killer
o This is highlighted when an armoured enemy car comes.
Undaunted, the sniper does not hesitate to kill an old woman whom
he calls “an informer” – he has simplified his view of the situation
and does not care for the identity of the woman, rather only her
position in the enemy’s ranks. If she is an enemy, she must be
killed, regardless of how old or frail she is. This lack of sympathy
in the situation and the ease with which he dispatches the woman
reveals the dehumanization of the sniper, who is hardened by battle
o Even when he is injured, he calmly and merely mutters “I’m hit” –
he is so collected that even in the face of pain and potential death,
he does not scream or yell, and is able to once again suppress this
sensation of pain, which is very much human, showing once again
the extents to which the sniper has been shaped by the war to
become battle hardened
• Loss and regret of the sniper

o Preceding this, the entirety of the story had revolved around
strangers fighting one another, and focused predominantly on the
violence and killing that has become characteristic of such battles.
Every tribulation endured by the sniper has been merely physical,
with a “paroxysm of pain” here and a “shattered mass” there,
making the sense of loss quite unrelatable to the reader, particularly
for those who have not experienced the perils of war for
themselves. However, nearing the resolution of the plot, in the
aftermath of the skirmish, the sniper is afforded the time to ponder
on the bigger picture – about why he is fighting – and is “bitten by
remorse”.
▪ The sniper’s emotions are finally revealed to the reader,
which allows him to empathize with him that much closer,
as any remorse personally felt must pale in comparison to
the guilt that comes with killing a fellow man. This is
emphasized through the revelation of the identity of the dead
man, as the sniper’s brother, giving his predicament a
completely different feel. Not only has he sustained physical
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and emotional hurt as a result of the conflict, but he has lost

a loved one, a deeply personal loss that resounds with any
reader who remotely cares for his family, giving the reader
insight into the perils and tragedies of war
• The futility of war

o After killing the other sniper, the sniper seems to have lost his
composure, teeth chattering and beginning to “gibber” to himself –
the trauma of killing another man has finally set in, to the point that
he cannot even speak coherently. The repetition of “cursing”
suggests that this sense of guilt is overwhelming, and that the
sniper is desperately finding an avenue to put the blame of his
predicament on
▪ With the plot ending on such a shocking and sombre tone,
the reader is prompted to contemplate what the war has truly
taken away from the sniper, and how he in turn has
influenced the war, realizing that even while the sniper has
endured such a traumatic experience, his efforts have done
nothing to influence the course of the war in the slightest.
The lack of a proper reaction on the sniper’s part suggests its
insignificance, and implies that the war might well go on
regardless of what he thinks or feels.
▪ Although he has been trained well to fight adversaries and is
proficient with the gun, he is revealed to be completely
unprepared to fight the guilt and remorse that comes with
war
3. Comparison
• The Lemon Orchard is similar to The Sniper in the sense that in both of
these stories, the sniper and the black man put up resistance against the
enemy, yet end up overwhelmed with loss, showing the futility of their
efforts against institutionalized ideas deeply ingrained in their respective
societies, namely racism and war
22
The Dumb Martian

• Dumb Martian is written by John Wyndham, and is possibly based on his
experience in the civil service. It serves as a satire on racism
• Duncan Weaver is a man on earth who is employed by a company based
on Mars. As he is set for a 5-year stint on a post around Jupiter, he buys a
Martian girl, Lellie, for company and to help with domestic chores,
though he does not value her much. On the post, Duncan discriminates
Lellie, insulting her intelligence, a notion proven untrue by Alan Whitt,
another human who comes to the post, who is killed by Duncan and
avenged by Lellie
• Themes: Racism, misogyny, the power of education
• Prominent Literary Devices: Irony, Diction (derogatory terms),
Juxtaposition, Tone
2. Analysis
• Duncan’s Prejudices Against Lellie
o Duncan employs an extremely calculative and judgemental stance
toward Lellie. Her price, “2360” pounds, is a motif throughout the
story, as it shows that Duncan views Lellie as a mere asset, and
when she does not live up to his initial expectations, becomes
abusive and derogatory toward her, calling her a “Dumb Mart” and
wishing that she had been a “smart girl”. This reveals Duncan’s
simple mindedness and prejudices against Lellie, as he places her
value on a mere number and visible abilities, bemoaning the fact
that she lacks intelligence without bothering to tap into any hidden
potential that she may have, thus bringing about his eventual
downfall when Lellie uses this potential to exact revenge for the
poor treatment
o Duncan is also shown to be materialistic in his perception of Lellie,
as he constantly takes her “expression of innocence surprised” as a
lack of analytical prowess and tries to assimilate her to earthly
standards of beauty, giving her “eyebrows” and other accessories
to “make her look as much like an Earth woman as possible”. He
places little value on her by virtue of her race, stating that she is not
even a “real woman”, refusing to regard her as equals on the mere
basis of her appearance and apparent lack of intelligence. This is
once again encapsulated in his reluctance to “marry a Mart”
23
• Duncan’s Insecurities and Hypocrisy

o Duncan ignores Alan Whitt’s suggestions that Lellie “is certainly
not [dumb]”, accusing her on her lack of prowess when it comes to
his language, while he himself is unable to understand the label
“emetic” given by Alan – despite being hardly proficient at his own
language and thus being unable to comprehend insults toward
himself, he still targets Lellie on the very same basis, but also
considering the fact that English is not even Lellie’s native
language, makes Duncan even more hypocritical. He continues to
insult Lellie in a foreign language to her when he cannot even
understand insults directed to himself in his native language
▪ Alan serves as a foil for Duncan, as while he is in a more
qualified position than Duncan as a scientist, he still respects
Lellie, perhaps it is ironically due to Duncan’s inferior
intelligence that he calls her a dumb Mart
o Despite his apparent assuredness that he is superior to Lellie,
Duncan feels the need to repeatedly assert his dominance over
Lellie, calling her a “Dumb Mart”, trying to convince himself that
he is indeed more intelligent than her. However, her lack of
reaction broods insecurity on his part, as with his materialistic and
shallow perspective, he is unable to ascertain whether Lellie has
hidden potential to become a threat without “fully admitting it to
himself”. He sinks into a state of delusion and suspicion after
killing Alan Whitt, trying assure himself that “he had really been
right all along”, even likening Lellie to a “child”
• Lellie’s Diligence and Triumph

o While Duncan wallows in his own insecurities and speculation,
juxtaposition is utilized to show how Lellie takes a more active
stance toward the situation, stepping out of the mould of being a
dumb mart and becoming a “vacuum cleaner of knowledge”.
Dramatic irony is employed to reveal that while Lellie is rapidly
gaining knowledge that Duncan “did not know himself”, he still
views himself as superior to her, now not by virtue of intelligence,
but still by race, viewing her still as an “asset”
o When Lellie finally springs her trap and puts Duncan in a life-
threatening situation, Duncan repeatedly tries to convince himself
that he is in control and holds the advantage, even when he is about
to die at her hand – he initially persuades himself that he has a
24
plethora of choices, with “time to do a lot”, before gradually

conceding himself to less desirable options, like “the last, desperate
resort” of escaping to Callisto. Even when he is clearly defeated,
Duncan is willing to ensure that he “will not be going alone”,
hilariously indicating how far he has shifted his target, to the point
where his ‘victory’ involves his own death, for the sake of his ego
that he prevails against what he sees as an inferior race. Even to the
ends, he envisions Lellie as a “might sorry girl”
3. Comparison
• Dumb Martian likens itself to The Lemon Orchard, as both involve
persona being racially abused by others who have more resources, in The
Lemon Orchard’s case the white men with more weapons and in the
Dumb Martian Duncan’s initial technical superiority. However, they
differ in the sense that Lellie actually wins while the black man is
defeated after only a short while. This contrast in outcome can suggest
that John Wyndham sees racism as an issue that can only be overcome
over an extended period of time, given the story’s context. In addition,
the setting in space may be John Wyndham’s message that victory on the
minority race’s part is so outlandish that it can only happen on another
planet
Samphire

• Samphire is written by Patrick O’Brian and is based around the
suppression of women that stems from the insecurity of men
• During a stay at a beach front, Lacey convinces his wife, Molly, to climb
up a sheer cliff with him, where he tries to force Molly to see samphire
that he proudly identifies, despite her fear of heights. The next day, when
trying to gather the samphire, Molly gathers to courage to push Lacey off
the cliff. While Lacey does not die, the act allows Molly to break free
from her shackles to her overbearing husband
• Themes: Insecurity of men, man’s lust for power, misogyny
• Prominent Literary Devices: Tone, juxtaposition, imagery
25
2. Analysis
• Lacey’s Insecurity
o While Lacey’s knowledge of samphire is based on facts, he
continuously feels the need to prove his worth to Mollie, asking an
obnoxious number of rhetorical questions, about whether he had
“said it was samphire at once”. In truth, it is unlikely that Mollie
knows any more about samphire than he does, showing that Lacey
craves Mollie’s affirmation more than a factual answer. He
constantly tries to make himself vulnerable by vocally doubting
himself, repeatedly seen through the manner with which he asks his
questions – “didn’t I”, “hadn’t he?”, “wasn’t he?”, placing himself
at the mercy of Mollie and whether she gave a “hum of
agreement”, before plunging deeper into self-doubt if she does not
reply. He fills in the void with idealistic values like to “love,
honour and obey”, revealing his desire for security and power,
while he is ironically, unnecessarily and inadvertently creating his
own insecurity
▪ This unassured behaviour of Lacey seems unsettling coming
from a man, as it belies all masculinity on his part, further
emphasize through his “high, rather unmasculine voice”
• Lacey’s Self-Centredness
o Despite Lacey’s lack of manliness, he is obsessed over maintaining
dominance over Molly. He objectifies her and flaunts her in front
of others, giving her titles like “the little botanist”, which in itself
encapsulates his mindset. He uses sophisticated occupations to
describe his wife to show her off as a possession, yet labels her as
“little” to demonstrate his control over her and that she indeed
belongs to him, and that just like a child, she was taught and
trained by him to what she now is
o In a bid to prove his self-worth further, he chooses to embark on
ambitious journeys without thinking of Molly’s wellbeing – this is
exemplified when he chooses to climb the sheer cliff again in spite
of Molly had evidently been “trembling like a child” the day
before, all for the sake of gathering some samphire so that “the
people would stare when they brought it back”, once again
underlining his lust for attention
26
o Indeed, in his preparation to climb the cliff, he buys an “ash

walking stick” for himself while ignoring the needs for his wife,
being more concerned by whether she thought “it was a great help”
for himself. In his imagination, he hopes that Molly admires his
resourcefulness, while in reality, flaunting a trivial instance of
intelligence while he is “a few feet ahead of” his struggling wife
shows a great deal of insensitivity and narrow-mindedness on his
part, more fixated on proving him worth than caring for his wife’s
wellbeing.
• Molly’s Stand
o When Molly is about to push Lacey off the cliff, there is a “strong
grip in her throat” and she “could not keep her lip from trembling”
– these involuntary reactions show that Lacey can barely compose
herself for a brief moment to commit the act, and also displays the
extent of her struggle to break free of Lacey’s dominant personality
by dispatching her, that it even physically manifests itself. This
fear is likened to that she experienced due to her fear of heights the
day before at the edge of a cliff. She is in a similarly precarious
situation, about to do something drastic and with no idea what lies
if she falls. Her ability to overcome her fear reveals her courage,
which juxtaposes the deliberate vulnerability and insecurity of
Lacey
o After the incident, Lacey is severely traumatized as he starts to
speak incoherently, just having realised that he might lose Molly
and desperately trying to pacify himself that it was an “accident”.
On the contrary, Molly only hears snippets of Lacey’s despairing
cries, showing that she no longer takes his words to heart, or may
never have in the first place – Lacey’s now appears as a
“comforting-itself small child”, as a reversal of roles occurs and
Lacey’s true weakness is fully displayed. While he is uninjured
from the chastening experience, he has been emotionally
traumatized, as observed by Mollie that “he had fallen off a cliff
alright” – liberation from Lacey’s overbearing nature has allowed
her to think for herself, while Lacey, who was so dependent on
Mollie for affirmation, is left broken
o The story ends symbolically, as Mollie is the one to “turn” and
“walk down the path” as Lacey “followed” – Mollie has chosen to
go in her own direction now and does not require Lacey, who had
27
just moments ago been leaving her struggling up the cliff,

anymore. She is definite and resolute in her decision, and her
decisiveness is emphasized in every step she takes through the
repetition of “down, down down” as she confidently embarks on a
journey of her own
3. Comparison
• Samphire is similar to The Dumb Martian, as in both stories, the
oppressed characters emerge triumphant. Just as how Lellie concealed her
intelligence for the opportune moment and killed Duncan, Mollie was
able to muster hidden courage to hurt Lacey, albeit not physically kill
him, but cripple him sufficiently to be independent of him. At the end of
both stories, both characters are free and have an unlimited number of
options ahead of them
My Oedipus Complex

• My Oedipus Complex is written by Frank O’Connor, and is a typical
example of his works that examine life in the lower and middle class of
Ireland. Oedipus complex refers to a child’s feelings or desire for the
opposite-gender parent. It provides an avenue to show a child’s
attachment to his parent and his yearning for the parent’s attention
• Larry, a young boy, has lived with his mother for as long as he can
remember and is extremely possessive over her. However, when his
father returns from the war, Larry seems him as competition for his
mother’s attention, and devises resentful schemes to get one over his
father. However, with the birth of another child, Larry somewhat
sympathises with his father, whom his mother is now distracted from as
well, and calls what seems to be a truce between them
• Themes: Changing dynamics between family relationships, a child’s
immaturity
• Prominent Literary Devices: Tone, Diction (choice of words to show
Larry’s possessiveness and sense of entitlement), juxtaposition
28
2. Analysis
• Larry’s Attachment to His Mother
o Larry is shown to be extremely possessive over his mother, despite
his young age, disagreeing with his mother over the “matter of the
baby”, whereby he expects to be able to influence his mother’s
decision to have another child – he has become accustomed having
his mother’s full attention in the absence of his father, to the extent
that he sees her more as an equal than as a parent. His wish to have
a baby betrays his immaturity, as he is unaware of that they
“couldn’t afford” the baby and does not care about such limitations
when it comes to him getting his way – his self-centredness and
manipulation are very reminiscent of a spoiled child, possibly due
to him being sheltered and doted on by his mother all his life
o Even after his father’s arrival, Larry’s mother frequently gives into
Larry, furthering his expectation to have control over her every
move – Larry clearly thinks that the world revolves around him, as
he claims to want “to be treated as an equal in [his] own home” –
being sheltered throughout the war has stunted his awareness of
what is around him, and Larry thus simply assumes everything
belongs to him, even drinking all of his mother’s tea “just to spite
her”. Larry’s mother “took that quietly”, suggesting that while her
doting on Larry has shaped him into a brat, doing so on a regular
basis has also dictated her style of parenting, making this a habitual
occurrence to Larry
• Larry’s Resentment of His Father

o Larry’s father’s arrival introduces the first main figure other than
his mother into his life. Larry, so accustomed to being the centre of
attention, grows resentful toward his father as he sees him as a
competitor for “mother’s attention”. He grows extremely
possessive over even his parents’ interactions, “[attaching] no
importance” to it, once again showing perception that anything
deviant from him is irrelevant
o From Larry’s perspective, his father is an enemy, a worthy
adversary to “compete” with, “man for man”, hinting again that he
perceives himself to be on level terms as his father. Even simple
aspects of life, such as a walk around town, has turned into a
battleground for him, as he watches his father closely as if sizing
up an opponent, carefully observing any signs of weakness or way
29
that he can get his father’s attention, analysing every option at his
disposal, wondering if he would succeed “would [he] cry”. It is
ironic that while he is taking the situation so seriously, the father
meets it with a “grin of amusement”, demonstrating Larry’s sheer
immaturity in thinking that his trivial actions would cause any dent
in his parents’ relationship.
▪ It is also ironic that while Larry prays for God to send his
father “back to war”, he is already engaging him in battle
from his perspective, showing his lack of awareness even of
himself, that he does not notice his aggressive and almost
combative approach to his father
• Larry’s Reconciliation with His Father

o Toward the end of the story, Larry relates to his father over their
frustration toward the new child, Sonny and reconciles with him in
a sense. He ironically sees himself as “magnanimous” despite his
age, suggesting that he actually sees himself as a mature, forgiving
individual, albeit belying his true immaturity in thinking that he
had been wronged by father in the first place. Ridiculously, he sees
himself as the dominant figure among the two of them, and the
repetition of “there, there” reflects his absurd infantilisation of his
very parent, even expecting a response. He further demonstrates
that he feels that he is doing a favour for his father instead,
inadvertently objectifying him as well, seeing him as “better than
nothing”, absurdly treating his father as a new asset, even a toy –
the abruptness with which he takes to this father after viewing him
as a sworn enemy reveals the childish fickleness of Larry, and that
in truth, he simply yearns for the undivided attention of anyone,
even someone he once regarded as an adversary
3. Comparison
• While not linked to any particular story, My Oedipus Complex reflects a
downplayed version of the possessiveness men exhibit toward women in
society, suggesting perhaps, the immaturity of adult men discriminating
women by likening the behaviour to that of a five-year-old child. (ouch)
30
Feet

• Feet, written by Jan Mark, is an ironic story that suggests that
significance can be found in the most insignificant things through a
bizarre turn of events
• Jane, a somewhat timid girl in her 4th year, is officiating a school tennis
tournament. She ends up being the umpire for her crush, Collier, in the
finals, who arranges to play tennis with her that week. She is left in an
undesirable predicament as she is forced to choose between penalising
Collier for a foot fault and forsaking her duty as the umpire, ultimately
causing Collier to lose, what she calls a Pyrrhic victory (a bittersweet
victory)
• Themes: Significance of insignificant things, pyrrhic victories
• Prominent Literary Devices: Symbolism, internal conflict, diction (to
depict Jane’s struggle), irony
2. Analysis
• Jane’s Self-Consciousness and Insecurity
o Jane is extremely conscious and particular about her appearance,
wearing a short sleeved jacket even though it is cold, in a bid to
“look attractive”, betraying a subconscious need to give others a
good impression, in something as trivial or materialistic as the
clothing she wears – it could be said that this desire is somewhat
irrational, as it sufficiently blinded her logic for her not to think
about the physical discomfort she would face in the cold and
suggesting a degree of low self-esteem
o Jane’s irrational desire to please others is replaced with an even
more absurd infatuation for Collier – juxtaposition is used to
contrast her poor view of herself, between her “cold spotty arms”
and idolization of Collier, to the extent that the italicization “me”
suggests that she cannot believe that someone like Collier would
come over to “the dark corner” where she is, establishing herself as
insignificant compared to him
• Jane’s Internal and External Conflict

o Faced with the dilemma when she makes a mistake during
Collier’s final match and drawing his ire, Jane has the undesirable
decision to make, with Collier decisively committing a foot fault,
31
ironically contradicting Jane’s previous observation that “nobody

looks at feet”, foreshadowing the impact of what seems to be
insignificant
o Jane deliberately tries to delay her decision, as feet becomes a
motif and similarly becomes increasingly significant in Jane’s
mind, to the point where it is “all [she] could think of”, juxtaposed
with Collier, who is much more popular and loved by the masses
than Jane, but is paying little attention to “where he puts his feet”,
betraying a nonchalance that contrasts Jane’s conscientiousness
shown by her constant worry of “making mistakes”. By giving
Collier “one more chance”, Jane desperately attempts to delay the
inevitable decision she will have to make, compelling the reader to
sympathize with her in her internal struggle
• Ironic Impact of the Insignificant

o Ironically, what seemed to be insignificant placement of feet
proves to be pivotal in the subsequent exchanges between Collier
and his opponent, as he “[falls] over” when trying to serve,
symbolizing how even seemingly insignificant factors can
contribute to the rise of an individual like Collier to prominence,
and the mere boldness to point it out can lead to the reversal of
roles and his downfall
o Indeed, even Jane herself sees herself as insignificant through her
low self-esteem, while Collier was the star of the match, but her
decision to point out his foot fault transformed the match’s
dynamics, shown by the juxtaposition between Jane’s observation
that “no one looks at feet” and the fact that “everybody was
looking at [Collier’s] feet” once a seemingly insignificant factor in
Jane brought it to attention
o Jane’s pun on the Pyrrhic victory about it having “a hole in it”
displays her regret over the emptiness of upkeeping her role as an
umpire, while she takes heart in the fact that she is now liberated
from a Collier whom she has found to be “abusive”. The subtlety to
the pun gives the reader a reminder of how she, being seemingly
insignificant, managed to turn the tide of a crucial match in the
tennis tournament, giving the story a satisfying conclusion
32
3. Comparison
• The Pyrrhic victory observed in Feet resembles the bittersweet triumphs
of other characters in other stories, such as that in Samphire. Just like
Mollie, Jane has had to cut ties with one whom she was emotionally tied
to, perhaps costing or breaking the other, but in the process liberated
themselves from what they found to be abusive figures in their lives
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Chinchilla Notes Written by Ryan Chin, Updated by Andrew Lim

Y3 IP LARTS Notes 2019 (Updated 2021)

This section on poems will include 3 parts:

The Man in the Bowler Hat

1. Themes and Background

o “looked through like a windowpane” S1 L3 – imagery and

• The Man’s Lamentation

▪ “catgut” – part of an instrument, which is used for pleasure

• The Man’s Resignation

1. Themes and Background

he knows are poor improvisations. The child’s tone carries a sense

• The child’s dismissiveness

• The child’s ignored boldness

1. Themes and Background

• Loss of Woman’s Freedom

• The Woman’s Frustration

• Not My Best Side also shows the limitation of women to gender

1. Themes and Background

• The Student’s Warped Logic

• The Student’s Aimlessness and Helplessness

Not My Best Side

1. Themes and Background

• Women Defying Gender Stereotypes

appearance (juxtaposition is used), showing that while she is trying

• The Dragon as a Symbol of Freedom

Suicide in the Trenches

1. Themes and Background

• Ignorance of the Public

• Cyclical Nature of a Soldier’s Passing

1. Themes and Background

• Confusion and Innocence of a Child

• Devastation Caused by War

This section on short stories will include 3 parts:

The Lemon Orchard

1. Plot Summary and Themes

o In addition, while the leader openly declares that he will shoot

• The Black Man’s Silent Victory

• Futility of the Black Man’s Struggle

o This is coupled with an earlier revelation that the “principal”,

1. Plot Summary and Themes

circumstances, as he “[sees] the flash” and he “[drops]

• Loss and regret of the sniper

and emotional hurt as a result of the conflict, but he has lost

• The futility of war

The Dumb Martian

1. Plot Summary and Themes

• Duncan’s Insecurities and Hypocrisy

• Lellie’s Diligence and Triumph

plethora of choices, with “time to do a lot”, before gradually

1. Plot Summary and Themes

o Indeed, in his preparation to climb the cliff, he buys an “ash

just moments ago been leaving her struggling up the cliff,

1. Plot Summary and Themes

• Larry’s Resentment of His Father

• Larry’s Reconciliation with His Father

1. Plot Summary and Themes

• Jane’s Internal and External Conflict

ironically contradicting Jane’s previous observation that “nobody

• Ironic Impact of the Insignificant

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