I found this chapter to have a very different reading type than the first one. While the first one had creepy undertones and lots of details that switched back and forth so many times, it was really confusing as to who or what Jason was talking about, this chapter was clear and concise with less details and rather an account of how he really felt about his stammering. I think it is interesting how much he personifies his stammering and also the distinct differences he tells about stuttering versus stammering. The relationship between his sister and him is a typical if not cliche one that seems to be chosen all too often by writers writing a sibling relationship with a large-ish age gap. I hope to see it change and become less cliche for the better. Jason's anxiety about public speaking is totally relatable I feel and I am glad he was called out of doing it because I believe that reading a section of him speaking aloud would cause too much second hand embarrassment. I am still curious about the sour aunt and her brother that have seemingly disappeared from Jason's daily train of thought and significant memories. -lizzie
This chapter has lesser details than the first chapter. I thought the first chapter included many details that were all over the place. This chapter was easier to understand and was less creepy. In this chapter, we found out that Jason has a stammering problem. He was assigned to read a passage from a book in front of his classmates. No one knows that Jason has a stammering problem. I'm pretty shocked that he hid his condition all these years from his classmates and that his classmates still doesn't know about it. I'm curious to know how his classmates are going to react to his stammering condition once they find out about it.
I definitely saw an episodic style of writing in transition from the first chapter to the second. I find it interesting how the time period of the book correlates with his personality and what the British society might have been at the time. Because of the war, people lived in fear, and they were anxious. Jasone definitely proves to be extremely anxious. He also puts an extreme focus on his stammering because it’s what really sets him apart from being “normal”. I think he is even more sensitive, in comparison to people his age because he expresses himself different. Because he can't fully vocally express himself, without stammering or stuttering, he is forced to find alternative routes to communicate. I find it exciting that just when he was going to be put at the test and forced to read, while expressing the “Hangman”, he was saved from doing so by Mrs.Dee Roo’s actions.All in all, I can’t stop relating this book to the film “Submarines”. -Andrea
The narrator's personification of his disability provides an plethora of unique figures of speech and imagery. I find that it is a more effective way of communicating a problem not understood by many people. The use of descriptive language and journal entries add a sense of realness to the story as apposed to just a simple narrative of some daily experiences. Is it just by chance that the bus driver's name is Norman Bates and the administrator is named Mr. Nixon? Over all I am finding the book to be an interesting and unique collection of stories.
As he comes closer to having to read to his class he begins to get more and more afraid about his stammer and others really finding out about it. His stammer in a way takes control of him. Luckily he is relieved of his dreadful duty of having to present to the class when he is called Mrs. Roo. Along with this I also feel that this chapter is a lot more organized compared to the first chapter.
In chapter 2 we got a much better look into the dilemma that plagues Jason Taylor. A stammer that has taken the shape of a hangman in his mind. Hangman, hates Jason and has four commandments that are all designed to ruin this thirteen year-old’s life. He very nearly succeeds at it too when Jason is asked to read aloud from a book his class is reading at school. He avoids the social suicide of this action with the help of his speech therapist, Mrs. de Roo, who calls Jason’s teacher and gets him out of reading aloud. Much to the anger of Jason’s classmates and strangely strict and haughty teacher. We also get more examples of Jason’s relationship with his sister. They hate each other to say the least, and they rarely leave an opportunity to get the other sibling in trouble without an attempt. But Julia seems to be much better at this game than Jason. -Spenser
I enjoyed this chapter more than the first because we as the readers get more of a sense of what is going on in Jason's life personally, his struggles and issues that he has to deal with. The chapter expresses in great detail and imagery of what Jason Taylor is going through and how hard it is to live with a stammer that is completely out of his control. I'm exited to see where the book goes and how Jason's journey progresses and I'm hoping his stammer gets better with the help of mrs. De Roo
I found this chapter to have a very different reading type than the first one. While the first one had creepy undertones and lots of details that switched back and forth so many times, it was really confusing as to who or what Jason was talking about, this chapter was clear and concise with less details and rather an account of how he really felt about his stammering. I think it is interesting how much he personifies his stammering and also the distinct differences he tells about stuttering versus stammering. The relationship between his sister and him is a typical if not cliche one that seems to be chosen all too often by writers writing a sibling relationship with a large-ish age gap. I hope to see it change and become less cliche for the better. Jason's anxiety about public speaking is totally relatable I feel and I am glad he was called out of doing it because I believe that reading a section of him speaking aloud would cause too much second hand embarrassment. I am still curious about the sour aunt and her brother that have seemingly disappeared from Jason's daily train of thought and significant memories.
ReplyDelete-lizzie
This chapter has lesser details than the first chapter. I thought the first chapter included many details that were all over the place. This chapter was easier to understand and was less creepy. In this chapter, we found out that Jason has a stammering problem. He was assigned to read a passage from a book in front of his classmates. No one knows that Jason has a stammering problem. I'm pretty shocked that he hid his condition all these years from his classmates and that his classmates still doesn't know about it. I'm curious to know how his classmates are going to react to his stammering condition once they find out about it.
ReplyDeleteI definitely saw an episodic style of writing in transition from the first chapter to the second. I find it interesting how the time period of the book correlates with his personality and what the British society might have been at the time. Because of the war, people lived in fear, and they were anxious. Jasone definitely proves to be extremely anxious. He also puts an extreme focus on his stammering because it’s what really sets him apart from being “normal”. I think he is even more sensitive, in comparison to people his age because he expresses himself different. Because he can't fully vocally express himself, without stammering or stuttering, he is forced to find alternative routes to communicate. I find it exciting that just when he was going to be put at the test and forced to read, while expressing the “Hangman”, he was saved from doing so by Mrs.Dee Roo’s actions.All in all, I can’t stop relating this book to the film “Submarines”.
ReplyDelete-Andrea
The narrator's personification of his disability provides an plethora of unique figures of speech and imagery. I find that it is a more effective way of communicating a problem not understood by many people. The use of descriptive language and journal entries add a sense of realness to the story as apposed to just a simple narrative of some daily experiences. Is it just by chance that the bus driver's name is Norman Bates and the administrator is named Mr. Nixon? Over all I am finding the book to be an interesting and unique collection of stories.
ReplyDelete-Evan
As he comes closer to having to read to his class he begins to get more and more afraid about his stammer and others really finding out about it. His stammer in a way takes control of him. Luckily he is relieved of his dreadful duty of having to present to the class when he is called Mrs. Roo. Along with this I also feel that this chapter is a lot more organized compared to the first chapter.
ReplyDeleteScott
In chapter 2 we got a much better look into the dilemma that plagues Jason Taylor. A stammer that has taken the shape of a hangman in his mind. Hangman, hates Jason and has four commandments that are all designed to ruin this thirteen year-old’s life. He very nearly succeeds at it too when Jason is asked to read aloud from a book his class is reading at school. He avoids the social suicide of this action with the help of his speech therapist, Mrs. de Roo, who calls Jason’s teacher and gets him out of reading aloud. Much to the anger of Jason’s classmates and strangely strict and haughty teacher. We also get more examples of Jason’s relationship with his sister. They hate each other to say the least, and they rarely leave an opportunity to get the other sibling in trouble without an attempt. But Julia seems to be much better at this game than Jason.
ReplyDelete-Spenser
I enjoyed this chapter more than the first because we as the readers get more of a sense of what is going on in Jason's life personally, his struggles and issues that he has to deal with. The chapter expresses in great detail and imagery of what Jason Taylor is going through and how hard it is to live with a stammer that is completely out of his control. I'm exited to see where the book goes and how Jason's journey progresses and I'm hoping his stammer gets better with the help of mrs. De Roo
ReplyDelete-Natalie