Analysis of structure and form in Never Let Me Go 2
- Created by: mimidollins
- Created on: 29-12-20 15:42
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- Structure and Form of NLMG
- 3 parts in the past framed by K in the present from 1st to last line
- "My name is Kathy H"
- Not an objective omniscient narrator
- Readers bound to limits of K's knowledge
- Not an objective omniscient narrator
- Simple
- Highlights how ordinary the concerns of the donors are e.g. Tommy's polo shirt
- Mirrors colloquial language/ lack of figurative language
- Bound to concerns about relationships
- Emphasizes humanity
- Broad structures e.g. chapters become more important as Ishiguro relies on it to create meaning
- K accepts place in society
- K expects readers to have had similar experiences
- Bound to concerns about relationships
- Part 1: Hailsham, age 11-16, ch. 1-9, 39%
- Part 2: The Cottages, age 16-18, ch. 10-17, 32%
- Part 3: Recovery centres as a carer, 11 years, ch.18-23, 29%
- "My name is Kathy H"
- Structure of novel and life important and clear to K
- "My life at Hailsham falls into two distinct chunks" pg 76
- Adds to poignancy as emphasizes shortness of her life
- Builds K's character
- Life at Hailsham is special to her
- Attempt to structure own work of art (NLMG)
- Link to genre of Bildungsroman
- Novel that offers account of someone's development e.g. David Copperfield
- Lives of donors as important as any other protagonist in that genre
- Link to significance of art showing humanity
- K is very well-read
- "How well you were coping was somehow reflected by how many books you'd read"
- Self-consciously constructing novel with certain shape
- Link to genre of Bildungsroman
- AI: Not important to K as it takes more of a spoken form with little quality of language. Catharsis instead of art
- Form and structure used to place readers in same position as characters
- Having to string random memories together
- gives readers a sense of exhaustion that K experiences as a carer
- Readers have to piece details of their fate together like the children have to at Hailsham
- Compels readers to read on
- E.g. Mention R, T, H and "fourth donation in chapter 1
- Readers can identify with characters whilst still retaining subtle differences
- Intensifies humanity
- General trajectory of school to work relatable to many readers
- For them, it is the beginning of the end whilst for us it is the end of the beginning
- Highlights inequalities which are more sympathized with due to established identification with characters
- Having to string random memories together
- Beginning and end of chapters are important
- Often dramatic and thought-provoking, used to emphasise key themes
- Key examples: End of chapter 7 and 3
- Often dramatic and thought-provoking, used to emphasise key themes
- 3 parts in the past framed by K in the present from 1st to last line
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