Written Task

Differentness is a matter of perspective

By Imre Kertész

Many times people feel excluded, different and do not really know what they are doing in a certain situation. Sometimes people just feel left apart and do not really know why. So, why do people feel like this? Does everyone else feel the same? No, feeling different is a matter of perspective, it only depends on your own interpretation of the facts.

This is a very important aspect of our lives worth analyzing. Everyone is different. Everything is different. There are not two people or two things that are completely the same; they differentiate in at least one aspect. However, if everyone is different, why do people sometimes feel different and feel bad about it? What is the real essence of being different?

First, I would like to explain what “different” means to me. As I said before, everyone is different but not completely different, we are all humans, live in the same world and most of the time we speak the same language as the people near us. We are still different if we see it from this perspective. On the other hand, we are all the same(or very similar, it depends on how you look at it), think fairly similar due to the way we are educated, we do almost the same things people in the past did, and live pretty much       with the same needs.

Because of the example above, we can say that it depends on the perspective you look at things how you interpret them. In addition, by being different we can say it is good or bad. It is good if we want to highlight from the rest. People through history that have thought being different is good, have made the changes that have marked our society. Nonetheless, when we are kids, and sometimes as adults, we think that being different is bad and we try to follow the crowd just so that we do not get excluded.

If we look at our past and search for different points of view about people being different, we can find many examples about people that have invented things or have changed things, and one of the most important examples is the Second World War. During this period in history, Jewish people felt different. Up to then, Jewish people had been living in the world like any other person from any other religion. When the Second World War began, these Jewish people started being persecuted and oppressed by others. They started to feel different because they were different for the Nazi people, but remained the same for almost everyone else.

Let’s take an example from my book “Fatelessness”. Annemarie’s sister starts feeling different because “people’s attitudes toward her have altered, and she can see from their looks that they hate her.” (p.35). At this point in the story, the yellow star is affecting her in a special way, but every Jew is wearing the star and do not really feel excluded as Annemarie’s sister feels. She feels psychologically oppressed and started feeling that being Jewish had started singling her out from that group of people. She thinks she belongs to another category. In the same context, we find Georg Coves who tries to convince Annemarie’s sister that it is not her fault to wear the yellow star and she is only being stereotyped because of the star. With this example, we find two points of view towards “being different” or “differentness”. Georg tries to explain the meaning and the essence of “differentness” so that Annemarie’s sister does not feel different in a bad way. He tries to make her think that in this case, and in many others, being different is something good. Sometimes you feel pride but other times you feel more a shame because of being “different”. 

Georg uses an example of a beggar and a prince, taken from a book he had recently read. In this story, there is a beggar and a prince who look exactly the same, and at the end of the story, the beggar turned into a prince and the prince became a beggar. With this example, we understand that “differentness” is a matter of perspective because, as Georg explains, the beggar had perceived the differentness whereas the prince had not until they swap places. Both look exactly the same and when they change places they see differentness from another perspective. The difference is the same as before but it depends on their point of view how they interpret it.

That is why I wanted to share this opinion about differentness to you. It all depends on your perspective, no matter what everyone else thinks, if you think it is good, it is good for you and no one can take that opinion from you and make you think different. Some people think being different is good, others thinks it is bad. Always remember all that matters is your perspective and if you want to follow the crowd or not is your decision. Everyone is different and if you want to make that differentiation more obvious and think it is good, then do it because that is what our society needs. Remember, “differentness is a matter of perspective”.

Rationale

I decided to write a column for the book “Fatelessness” because with these kinds of texts I can write my own opinion and be creative at the same time. The column was supposedly written by Imre Kertész, the author of Fatelessness, to explain, in my opinion, a very important part of the book: “differentness is a matter of perspective”.

The word choice is crucial in my text. As it is a column, I must only use simple words so that everyone can understand the message. I intentionally repeated some points and counter argued some other points so that the reader gets totally convinced with my message.

In the column, I first explain from a personal perspective what differentness is and how it affects people. I then write some examples for the reader to understand my point in a better way. One of these examples is the exact same part of the discussion between Georg Coves and Annemarie’s sister about differentness. In the context of the book, and the setting of the story, people in general are greatly affected by differentness and in this case, Annemarie’s sister feels discriminated for being Jewish. The problem no only affects characters in the story but also people who actually lived during this period of the Holocaust in Europe. People felt discriminated, just like Annemarie’s sister felt, but it only depends on the perspective you look at things: Georg coves did not feel discriminated or left apart although he lived in almost the same situation as Annemarie’s sister and both belong to the Jewish community.

Image Analysis

In this image, there is a group of people and an imposing figure of what might e Hitler. The rest of them is just standing there. there are some guns near them. The image represents power.
By looking at this image, I can infer that guns were used to kill people as the is a red mark that seems to be blood. It is also possible to infer that the imposing figure is a very important and powerful person because of the cape, and that many people followed the leader.
When admiring this image, you think and ask yourself why did this group of people did what they did and if it was useful or not.
The mood of the image is sadness, because of the guns and innocent people that died in this period of our history.

Fatelessness: Chapter 3

The third chapter of Fatelessness is about Georg being taken to what seems to be a concentration camp along with some other Jews.For this chapter I'll analyze some important quotes that state the main ideas of the chapter.
1. At the beginning of the chapter, Georg tells us that he had an "odd experience" that day and all began when Jewish people had to get off the bus in which Georg was going:
"I heard from outside snatches of a voice issuing orders, which the conductor and several passengers relayed on down to me, to the effect that any Jewish passenger who happened to be on the bus should get off"
In this quote, the policeman tells every Jew to get off the bus and after everyone was down the bus continued its way. By knowing the context of the book, we might think they are being taken to a concentration camp. This might be the beginning of the real story the author wants to tell us, but no one, not even Georg, notices what is really going to happen.
2. "I also heard him repeatedly trying the telephone, and every no and then he would even announce the outcome: 'still nothing', but with an almost plainly visible expression of dissatisfaction on his face."
Now Georg tells us that no one knew what was happening and even the policeman was uncertain. Sometimes, the policeman, when asked why they were just waiting, answered they were waiting orders from above.
3."They led us on into a maze of gray buildings, before we suddenly debouched onto a huge open space strewn with a white gravel - some sort of barracks parade ground, as I saw it." With this information, we finally confirm our initial assumption about what was going on: Georg and some other Jewish people were being taken to a concentration camp.  The reader might also deduce that it is a new place for Georg. He has never been there before. This makes us think and doubt on what the story is leading us to and the uncertainty continues.

Fatelessness Chapter 2

Title of selection: Fatelessness, Chapter 2

Author: Imre Kertész

Genre: Autobiographical Novel

Setting: Budapest 1940s, in Georg's neighbourhood

Historical context: WWII. Persecution of Jews. Air raids in Hungary. Antisemitism.

The author wrote this piece to: (author’s purpose): 
Give account of the first days of Georg's new life without his father living with them. There are lots of historical references regarding the way Jewish people were forced to live

The main idea of this piece is: 
Show Georg's transition from being a boy to a working young man

The message (or theme) of this selection which the author would like us to “take away” is: 
The author would like us to take the idea that "differentnesss" is a matter of perspective and feeling different should not bring us down.

Characters: (Major)
Protagonist(s): Georg Koves

Antagonist(s): As a symbolic antagonist, we could say it's the Nazi Regime.

Static characters: older Steiner daughter, because she doesn't understand nor changes her way of thinking. Mr. Sütô also would be a good example, as he maintains his promise of providing money and food to the family, no matter what. Georg's mom as she didn't change her point of view about going out alone.

Dynamic characters: Both Annemarie and Georg can me considered as dynamic characters as both have changes throughout this chapter.

Did the author use any special literary devices in this selection such as: personification, metaphor, simile, foreshadowing, suspense, flashback, imagery, irony, humor, poetic sound devices such as rhyme, etc... List and give specific examples:
There is an example of an allusion: the story of a prince and a beggar that looked very similar, and once they changed their places and nobody noticed, being transformed finally into the other one. Georg tells this when they are discussing about being Jewish and all the, apparently, disadvantages it has. He tries to explain that life is almost just luck. "She had somehow been swapped or got mixed up with a child from another family(...) it would now be the other girl who would perceive the difference and of course wear the yellow star" (Page 37). In the quote, we can appreciate clearly that he's putting the Steiner's older daughter into an hypotetical case, so with this, he can demonstrate that the superficiality of people is such, that they wouldn't care as they do now, if she was Jewish (by blood), but has been swapped and raised by a, lets say, Aryan family.

What was the author’s “tone” toward the subject/person/idea he wrote about? 
The author's tone is a Matter of fact and Straight forward.

What “point of view” was this piece told from? List word clues that indicate this. 
As the whole text, from Georg's perspective. It's a quite unusual boy that doesn't appear to be able to feel. He describes what he is passing through with a peculiar tone that makes this novel unique. There's no need to quote, as the entire book is in first person, and the narrator is the same as the protagonist (Georg).

List the conflicts in this selection (internal and/or external):
As for external conflict we have Georg v/s his mother about belonging and attachment, Georg v/s Annemarie's older sister about "differentness" and a major external conflict between the whole Jewish community and the Nazi Party/Aryan race.

The internal conflict that may be found in this chapter is the dilemma that Georg has after speaking with his mother. He doesn't really know what to do, but as a good teenager, he'll probably go on what he wants and reject what his mother is telling him.

The Mackay School: School Week

Last week it was the School's week. 155 years of tradition have already passed and we celebrated with a variety of activities.

On Monday we had the General Knowledge Inter house Competition where Mr. Barriga and I participated for the Mackay house. We had to answer several questions regarding many different subjects and, in my opinion, we did well overall. We had about 11 right answers out of 13, although I'm completely sure here was an answer that was not correct but we all had it wrong so it didn't affect our final position. After all these tense 2 hours, the final score was Mackay in first place, followed by Somerscales, third place for Sutherland and in last place Robertson.

On Tuesday it was the Sports Day, in which we had to participate in many competitions like long jump, 100m and more.

Wednesday was the 12's grade day and many activities were arranged but the most important and entertaining was the match "Cuartos v/s Restos" (12 grade v/s any other grade) in which, unfortunately, 12 grade won 30-18.

On Friday we celebrated the Teacher's Day and the most exciting activity was the match between teachers and students in which the teachers won.

Seven Pillars to Judaism

Mezuzah:
Thus, a mezuzah has come to refer also to the parchment, or klaf, on which the verses of the Torah are inscribed (Deuteronomy 6:4-9, 11:13-21). Mezuzah refers as well to the case or container in which the parchment is enclosed. A mezuzah serves two functions: every time you enter or leave, the mezuzah reminds you that you have a covenant with God; second, the mezuzah serves as a symbol to everyone else that this particular dwelling is constituted as a Jewish household, operating by a special set of rules, rituals, and beliefs. (http://www.myjewishlearning.com/life/Life_Stages/Building_a_Jewish_Home/Home_and_Community/Mezuzah.shtml)

Mezuzah

Tefillin:a set of small black leather boxes containing scrolls of parchment inscribed with verses from the Torah, which are worn by observant Jews during weekday morning prayers. (http://en.wikipedia.org/wiki/Tefillin)

 Shofar: a horn, traditionally that of a ram, used for Jewish religious purposes. Shofar-blowing is incorporated in synagogue services on Rosh Hashanah and Yom Kippur. Shofar come in a variety of sizes. /http://en.wikipedia.org/wiki/Shofar)

Hanukkah: an eight-day Jewish holiday commemorating the rededication of the Holy Temple (the Second Temple) in Jerusalem at the time of the Maccabean Revolt of the 2nd century BCE. Hanukkah is observed for eight nights and days, starting on the 25th day of Kislev according to the Hebrew calendar, which may occur at any time from late November to late December in the Gregorian calendar. (http://en.wikipedia.org/wiki/Hanukkah)

Kosher: The laws of “Kashrus” include a comprehensive legislation concerning permitted and forbidden foods. Among the numerous laws that form part of kashrut are the prohibitions on the consumption of unclean animals (such as pork, shellfish (both Mollusca and Crustacea) and most insects, with the exception of crickets and locusts), mixtures of meat and milk, and the commandment to slaughter mammals and birds according to a process known as shechita (http://en.wikipedia.org/wiki/Kashrut)

Tefillin

Tzedakah: In Judaism, tzedakah refers to the religious obligation to do what is right and just, which Judaism emphasises are important parts of living a spiritual life. Maimonides says that, while the second highest form of tzedakah is to anonymously give donations to unknown recipients, the highest form is to give a gift, loan, or partnership that will result in the recipient supporting himself instead of living upon others. Unlike philanthropy or charity, which are completely voluntary, tzedakah is seen as a religious obligation, which must be performed regardless of financial standing, and must even be performed by poor people. (http://en.wikipedia.org/wiki/Tzedakah)
  
Sabbath: weekly day of rest or time of worship observed in Abrahamic religions and other practices. (http://en.wikipedia.org/wiki/Sabbath)

Literary Terms

Many people (including me) get confused between Tone and Mood:

• TONE is the author’s attitude towards the writing (his characters, the situation) and the readers. A work of writing can have more than one tone. An example of tone could be both serious and humorous. Tone is set by the setting, choice of vocabulary and other details. WORDS TO DEFINE TONE: Amused, Humorous, Pessimistic, Angry, Informal, Playful, Cheerful, Ironic, Pompous, Horror, Light, Sad, Clear, Matter-of-fact, Serious, Formal, Resigned, Suspicious, Gloomy, Optimistic, Witty.
• MOOD is the general atmosphere created by the author’s words. It is the feeling the reader gets from reading those words. It may be the same, or it may change from situation to situation. WORDS TO DEFINE MOOD: Fanciful, Melancholy, Frightening, Mysterious, Frustrating, Romantic, Gloomy, Sentimental, Happy, Sorrowful, Joyful, Suspenseful.

And as it is always good to remember things, here is a list of literary terms everyone should know:

1. allegory: story or poem in which the characters, setting, and events stand for other people or events or for abstract ideas or qualities. Can be read for a literal meaning and on a second, symbolic meaning.

2. alliteration: repetition of the same sound in a sequence of words, usually at the beginning of a word.

3. allusion: a brief reference to a person,place, thing, event, or idea in history or literature

4. climax: The point in the plot that creates the greatest intensity, suspense, or interest. After this point, nothing can remain the same; greatest turning point in the story.

5. connotation: Associations and implications that go beyond the written word

6. denotation: dictionary definition of a word

7. flashback: scene that interrupts the normal chronological flow of events in a story to depict something that happened at an earlier time

8. foreshadowing: use of hints and clues to suggest what will happen later in the story, often used to build suspense or tension in a story

9. gothic: use of primitive, medieval, or mysterious elements in literature. Gothic writing often features dark and gloomy places and horrifying, supernatural events

10. hero: a character whose actions are inspiring or noble. Tragic heroes are noble and inspiring but have a fault or make a mistake which leads to their downfall.

11. hyperbole: exaggerated statement that adds emphasis without intending to be literally true.

12. lyric poem: a melodic poem which describe an object or emotion.

13. metaphor: a lterary device in which a direct comparison is made between two things essentially unlike

14. narrative poem: a narrative poem tells a story in verse.

15. onomatopoeia: use of words that imitate sounds.

16. personification: a literary device in which human attributes are given to a non-human such as an animal, object, or concept

17. plot: sequence of events in a story, usually involves characters and a conflict

18. point of view: the perspective or vantage point from which a story or poem is told. Three common points of view include: first-person, omniscient, and third person limited.

19. setting: the time and place of the story or poem’s action, it helps to create the mood of the story

20. simile: a literary device in which a direct comparison is made between two things essentially unlike using the words “like” or “as.”

21. soliloquy: A long speech made by a character who is onstage alone and who reveals his/her private thoughts and feelings to the audience.

22. stanza: a group of lines in a poem that are considered to be a unit. They function like paragraphs do in prose writing.

23. symbol: something that means more than what it is; an object, person, situation, or action that in addition to its literal meaning suggests other meanings as well.

24. theme: an insight about human life that is revealed in a literary work

25. thesis: the organizing thought of an entire essay or piece of writing and which contains a subject and an opinion

26. understatement/litote: literary device that says less than intended. Opposite of hyperbole. Usually has an ironic effect, and sometimes may be used for comic purposes.
So next time you see any of these terms you should already know them, if not, check for their definition here.
And remember, when writing something, it is always good to use some devices like the ones used above to make the text more eye-catching.

Fatelessness: The beginning

Last week I started reading Fatelessness by Imre Kertesz and I hope the book is as enjoyable as it seems to be. Of what I know, it is a story about a 14-year-old Hungarian Jew's experiences in the Auschwitz and Buchenwald concentration camps during the Holocaust. The author won the Nobel Prize in 2002 so I think the book will be a good picture of what was happening during the Holocaust.

After reading a book review we answered some questions:
1. Which perspective (positive or negative) does the author of the review have towards FATELESSNESS? Provide evidence.
The author of the review has a negative view of the events, worried sometimes of what could happen to him in that kind of situation. As he says, while reading "one is confronted to a question". We ask ourselves and reflect on the situation: "Would I have done the same as this ultimately trusting, suffering lad?" The author also mentions that the story represents an inexplicable and unrationalisable camp experience.

2. According to the review, in which ways does FATELESSNESS make readers empathize with the main character of the story?

While reading, we are "constantly confronted with an empathetic version of ourselves by asking and questioning if we would have acted, reacted and rebelled the same way and have the guts to stand up. Would we be strong enough to see ourselves in such situation, like watching friends die or ourselves starve to death?".

3. In the second paragraph of this review, we are presented the plot of the story. Is this enough information to engage you as a reader? Does it provide an effective invitation to read "FATELESSNESS"? Justify

Probably the information presented of the plot is enough to catch a reader but in my specific case, the urge to read the book is indescribable. I have always wanted to read a book like this one about the Second World War. I already had the opportunity to read Anne Frank's Diary about five years ago in Spanish and I really enjoyed it.

We then watched a video of an interview to Imre Kertesz who was born in Budapest in a Jewish family. In 1944 he was sent to Auschwitz at the age of fourteen. He survived the German concentration camps and returned back to his native Budapest where he has been living since. During communism, Kertész worked as a journalist, playwright and translator. Fatelessness (Sorstalanság) was first published in Hungary in 1975.
It was consequently translated into German, French and Swedish.In 1992 Fateless was published in English and in 2002, Imre Kertész received the Nobel Prize for literature.

After watching the video we answered some questions:
1. Before the interview, the presenter visits a monument to the Holocaust created by the American artist Peter Eiserman. Considering the shapes, architecture and general design, in what ways do you think he represents the reality in the concentration camps?
The monument represents the vulnerability people felt in real concentration camps during WWII. While visiting the monument, you also feel lonely and vulnerable because of all the passages around you. The stone structures may represent the power of the Nazis.

2. Which is the paradox the presenter mentions regarding Imre Kertész and the place where he lives?
Paradoxically, Imre feels more free in Germany than in any other place in Europe. Germany was the place where all of the antisemmitist ideas began and Imre was part of the Jewish community and concentration camps. He feels free in the country that once wanted to kill him.

3. Refer to antisemitism before and after Auschwitz according to Kertész.
Antisemitists after Auschwitz want another Auschwitz. They will not make the same errors of the past. Later in the video, it is mentioned that now it is not antisemitism but rather totalitarianism.

4. In what way do reminders of the past in historical books make us "much richer"?
We learn and know what happened from a different perspective. You probably didn't live during those times but you still know what happened due to books and recounts from another perspective than the ones who lived.

5. Which metaphor does Imre use to exemplify the effect of FATELESSNESS on its readers?

Although Imre was told that nobody cared about the topic he was writing about, he said that "it continued to worry our souls and now knocked out of the cabinet". That's how people feel when reading the book.

So far I have read the first two chapters of the book so here are some analysis questions about chapter one:

1. What characters are introduced in this chapter?

First, Georg ( or Gyuri as it is called in the book) is introduced and seems to be the main character. His father, stepmother and mother then take place in the story, although Gyuri didn't live with his mother and she is just mentioned by phone. Mr Suto who was the one in charge of the family properties due to the proximity of the father's departure. Annemarie who is a girl about the same age as Gyuri. Then, several relatives of the family get to the house to say good-bye to Gyuri's father. Relative like Uncle Wille (a journalist), Uncle Lajos (who seems very religious), Uncle Steiner, Uncle Fleischmann, Gyuri's stepmother older sister and mother, Gyuri's father parents and the baker of a local shop.
2. Choose two characters and select a quote to describe them physically or psychologically.

Baker: "He did not bother returning my greetin as it is well known in the neighbourhood that he could not abide Jews" (p. 12)

Annemarie: "She is fourteen years old, or thereabouts. She has a long neck and is already starting to round out under her yellow star" (p.13)
3. What is the narrative technique? Provide evidence

Point of View: First Person. ("I didn't go to school today", P.3)
Narration: Indirect ("We were already on the upper floor when it occurred to my stepmother that she had forgotten to redeem the bread coupon. I had to go back to the baker's." P.12. The narrator talks about others and about himself, but he is not intentionally talking to the reader.)
Speech: There is a combination of direct and reported speech. Direct (""No, I haven't" "Come with me", he said" P.21. The characters talk to themselves, in this case, Gyuri tells his Uncle Lajos that he hasn't prayede for his father so Uncle Lajos answers him.) Reported ("We were already on the upper floor when it occurred to my stepmother that she had forgotten to redeem the bread coupon. I had to go back to the baker's." P.12. The narrator tells the main events that happened by summarizing them.)
Tense: Past tense. ("I didn't go to school today", P.3)
4. Describe the setting of this chapter

 The setting of the story is about 1940 during WWII in Budapest, Hungary. Jews had to use a Yellow Star during the Holocaust. Gyuri's dad is about to go to labor camps (concentration camps).

Narrative Technique

When reading a story or book, sometimes we notice there are some elements in the story that we relate to some authors. Sometimes, we even know who wrote the book or story without reading the author of it. This is because every person has a narrative technique, but there are some general narrative techniques:

Point of view: 
Who is telling the story? This question can only really have one of three answers:
The narrator of the story - This corresponds to the first-person point of view.
The reader of the story - This is known as second-person point of view.
Someone else, an outsider looking in - This is what we call third-person narration or point of view.

Narration:
Who is the narrator talking to? This question really has three answers:
Direct narration - The narrator can talk directly to the reader.
Frame narration - A form of direct narration, this is where the narrator tells us someone else's story. Although the story is technically told in the first person, we see more of the third person.
Indirect narration - The narrator may not be talking to us. The narrator may be talking to a nebulous, or absent audience, telling for the sake of telling a story.

Speech:

How does the narrator speak? How does the narrator have character's speak? There are several ways speech is handled in narratives.
Direct speech - The characters speak for themselves. Direct speech includes the use of dialogue and quotations. We hear the character's speak directly. Nothing is summarized for us.
Reported speech - Opposite of direct speech. Here the narrator summarizes what others have said and done. We are retold a story.
Free indirect speech - This is a clever device typical of third person limited narration, where the narrator slips from telling us about the character's thoughts to simple writing the character's thoughts.

Tense:

When does the story take place? Really there are only three answers to this question:
Past - The story is told in the past tense. Since events are already over, the narrator can decide in which order to tell them and which events are most important.
Present - In the present tense, event unfold before the reader's eyes. The narrator is just as surprised by the events as the reader and has no knowledge of where the story is going. Sometimes the story really took place in the past but is told in the present for dramatic effect. This is called the historical present tense.
Future - Sometimes entire narratives are about events that will happen in the future. These take the form of predictions or instructions.

All of these techniques have an impact on how the reader will understand the story. By using a distinctive narrative technique, an author may become unique and attract the reader. There are also other devices such as Flashback, Foreshadowing, Third person omniscient or Dual-narrative. These devices help the author to make the story more entertaining and express himself in a better way.

Holocaust Timeline