The next big thing (Project 4: Exercise 1)


I have chosen the advertisement below as my example of “new”.

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Fig. 1. Black & Blaze 2014

My list of the characteristics that give this advertisement such a contemporary feel is as follows:

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What does this apple mean? (Project 3: Exercise 1)

I suspect that for most British people of my age, the first meaning assigned to an apple is the christian one of temptation and sin. This is beautifully illustrated by Michelangelo on the ceiling of the Sistine Chapel; please refer to figure 1 below.

Fig. 1, Michelangelo “The Downfall of Adam and eve and their expulsion from The Garden of Eden” (1509)

This is not, however, the only christian symbolism assigned to the apple. In figure 2 below, the infant Christ holds an apple as a symbol that he will not be tempted by sin; a sign that Jesus has come to conquer evil.

Fig. 2. Cranach the Elder, L. “The Virgin and Child under an Apple Tree” (1530s)


This apple ambiguity can be seen in other forms of symbolism. “An apple a day keeps the doctor away”, but when snow white succumbed to the offer of an apple she fell into a long sleep.

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Film Poster – Nocturnal Animals (Project 2: Exercise 3)

nocturnal animals (2)
Fig. 1. Nocturnal Animals

project 2 exercise 3


I chose this particular poster for two reasons:

  • I have seen the film and thought it was excellent
  • This poster was produced after it won the Grand Jury Prize at the Venice Film Festival

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Photomontage (Project 2: Exercise 2)



Immediately after this introduction I discuss the four artists. My photomontage then follows, with the reflection at the foot of this post.

The artists

I found the work of the four artists mentioned in the exercise truly inspirational. I’ve included one example from each artist below:

Picture 086
Fig. 1. Heartfield, J.  Adolf, the Superman, Swallows Gold and Spouts Tin (1932)

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Close reading (Project 4: Exercise 2)

Close reading

Read the extract again – as many times as you feel you need to. Think carefully about the following and make some notes in your learning log:

There then follow a number of questions. I have answered each question directly:

My responses

  • ‘He’, the man, and ‘the boy’ are nameless. Why? Does their anonymity change the way we feel about the characters? Can we still care about them without names? Do they still have an identity without a name?

Names bring a lot of preconceptions with them. If the boy were called Algernon, for example, readers might assume him to be British. Anyone familiar with the UK  might go further and assume him to be upper-class. Depending on the prejudices of the reader they might even consider him a member of an “establishment” or possibly a future contender in Monty Python’s upper-class twit of the year competition. In fact, in some of the guides I have read about reading, the choice of a name for a character is considered important, in part, for this very reason. In her book “Write Away”, Elizabeth George explains that when she was writing In the Presence of the Enemy, she “…created a very hard-edged and determined career woman whom I called Eve Bowen. To me that was a nice, hard, assertive name offering no nonsense.”

McCarthy wants the reader to make no assumptions about these two characters. In fact by introducing them without names, he lends the characters a universal quality. As readers we are now curious about them. Are they related? Are they father and son? Importantly,they are man and boy who we are yet to know and understand.

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Louis Sachar’s Holes – a close read (Assignment 2)

Assignment 2

This assignment is a submitted piece of work so is saved as a PDF.

It is in two parts:

  • Part A – A close read of the first 200 words, or so, of Holes by Louis Sachar
  • Part B – A reflection of what I have learned from this part of the course

Although written for young adults, Holes is one of my favourite books. The structure of the story and the array of characters makes it a masterpiece of story-telling.

Please click on the link below if you are interested to read my assignment.

Assignment 2 – Joe Haywood 516004

The Road (Project 4: Exercise 1)

The Road by Cormac McCarthy

“He pushed the cart and both he and the boy carried knapsacks. In the knapsacks were essential things in case they had to abandon the cart and make a run for it. Clamped to the handle of the cart was a chrome motorcycle mirror that he used to watch the road behind them. He shifted the pack higher on his shoulders and looked out over the wasted country. The road was empty. Below in the little valley the still grey serpentine of a river. Motionless and precise. Along the shore a burden of dead reeds. Are you okay? He said. The boy nodded. They set out along the blacktop in the gunmetal light, shuffling through the ash, each the other’s world entire.”

(McCarthy, 2006, p.4)

The Road has an omniscient narrator.

Re-write a few lines of the extract using different types of narrator:

  • First person narrator – from the point of view of the man (I pushed the cart…)
  • Second person – as if you were the man (You pushed the cart…)

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