It’s the kind of book that makes me wish I were back in college, taking a literature class in which we were studying this book. I imagine “taking a magnifying glass” and taking a good look at how cleverly the author lets information drip in, not adding more information than you need at the moment, letting you sense things before they are affirmed and presenting horrific events with just enough detail to let you fill in the dots yourself, in the amount and manner that you can deal with.
In this legend, that takes place in Pakistan, there most certainly are extremely painful events. However the tale of current events is intertwined with a BOOK (which was once lost , once harmed, being stitched back together in different strokes) whose pages strive to alert the world to the many ways all known cultures in the world were influenced by each other and are connected. Education, books, learning about the other, accepting people’s differences (since no one is really that different) is the path to touching the legend. Extremism, ignorance, banning of books, thoughts and feelings hurts the people setting the bans too, not to mention those caught in the crossfire.
Think of “The Handmaids Tale” or “1984”.
Reading this book made me think of both of them, though in this one there is more hope, a bit easier to see what could be possible instead.
This is the kind of book that leaves an impression.
I have a soft spot for Greece, I’m interested in its recent history (as well as ancient history) and I know some wonderful people there. I am familiar with some of the places mentioned in the first part of the book (though have visited very few of them so far), such as Larissa, where I have a special friend.
I knew from the first moment (this isn’t actually a spoiler, its crystal clear) that the book has a clear message – the simple country home in the village is better than anything else and true happiness will only be found at home. I was prepared to treat it as a Greek fable and ignore the “schmaltz”.
My strategy worked well as long as the book was about the older generation and life during (and between!) the two world wars.
However, by the time I had finished reading about the eldest daughter’s experiences after she left home, I thought I would drown in “schmaltz”.
I have no patience for this. I moved on to a new book, which is riveting!
I read this book in three days. I couldn’t put it down.
Obviously, when you recognize the author’s name you compare it to “The Glass Castle”. No, it’s not as good as that book, which was really powerful and memorable. But there’s no need to compare – I really enjoyed reading this book.
First of all, Walls’ writing style had me totally mesmerised from the first page. There’s something about the way she writes that makes me feel that those two sisters, their unstable mother and even the two emus are so real. Yup, emu, the animal. Two of them. The fact that the author combines the backdrop of racial tension following the integration of schools in Virginia, along with prevalent norms and different perspectives playing out in a small town vs. “city folk” add many thought-provoking dimensions to the story.
I must also admit that the “teacher side” of me also kicks in. It could be a great book to discuss with high school students. Many issues that are relevant to all teenagers come up, with the wonderful message that running away from your problems isn’t going to make them go away.
Full title – “The Riddle of the Compass – The Invention that Changed the World”
What a little gem of a book!
This is a great example of what a good librarian can do for you. I’m so embarrassed to admit that I have forgotten the English-speaking-librarian’s name, perhaps because she rarely works during the times when I visit the library. But I do remember what I have learned by reading some of the stranger looking books she has placed on the recommended bookshelf – give the book a chance! It’s a library – you can always return it if you don’t like it.
You don’t have to be a skipper (I hate boats, get seasick) or a fan of how-devices -work programs (I just want them to work, thank you very much) to find this book fascinating. In a simple and very engaging style, Aczel takes you on a trip around the world and through the ages. Not only does he present how people navigated at sea before compasses came on the scene, he shows you how things are related to each other – commerce, war, prosperity, health, education, cultures and technology. In this case the technology is the compass.
Telling you anymore would ruin the experience and Aczel does it so much better! It’s like reading a multi dimensional travel book – globe-trotting and time travel.
It says on the cover that the author wrote more books – I’ll keep an eye out for them.
Thanks to the combination of the excellent (as always!) reader and the author’s beautiful prose, the backdrop, characters and events were extremely vivid.
Too vivid at times. Honestly.
It’s an amazing story of how a girl who never went to school until she began college at the age of 17 graduated from Cambridge and the Harvard with a PhD. And no, it’s not that she participated in a wonderful home schooling program…
I am, naturally, fascinated by what makes a person study on her own despite hostile conditions and to see the effect education has on a person’s life. This story is certainly fascinating.
However, this woman had some extremely difficult experiences while growing up. Some passages in the book were very hard for me to listen to. From what I’ve seen in the media, people are comparing the book to The Glass Palace. I would also compare the book to The Color of Water. While there are certainly many similar elements (the desire for education is one of them!) I felt there was one major difference, though I could be mistaken.
In this book I felt it was a wonder that the author, Tara, was even physically alive to make it to college. Her extreme survivalist family literally placed her in physical danger on more than one occasion. Not to mention physical abuse.
If I had read a print version I may have skipped a few lines here and there, in the really rough spots.
I recommend it, but perhaps its best not take the audio version for this one.
I had heard of “Read and Look Up” before encountering this book, but never tried it in class. The rationale for having the students not recite a text mechanically while reading it from the page is clear and simple, that wasn’t what stopped me from trying it. It’s intuitive too, I can feel it on myself – a person can’t really focus on comprehension and process the vocabulary, syntax and content presented in a text while focusing on reading aloud, particularly in a foreign language. It’s perfectly possible to read aloud from a page nicely without understanding what you have read.
What I hadn’t understood at all before reading Fanselow’s explanations and suggested activities is that reading a sentence (or two) silently, pausing and then looking at someone before saying the words is not simply an exercise in memory and parroting! Now that I had something concrete to “hold on to”, I started trying some of the variations presented in the book , inventing additional variations along the way to suit my own students.
The “Advanced” Student – An Individual Lesson
10th grade student, top-level, hard of hearing, but in a quiet, one-on-one setting, can hear fairly well with her hearing aids. She speaks clearly too.
I gave the student, whom we’ll call R., an unfamiliar text written as an opinion essay on whether high school should be required to volunteer in the tenth grade or not. I had no idea if the activity I was going to try was suitable for such a strong student as R. ,but this was a text I had wanted to use in any case. I gave R. no explanations, just asked her to read to herself a sentence or two, turn over the page and say what she read.
R. did as I asked.
She replaced some words with others as she spoke.
I was delighted!
I praised her, explaining that replacing words was wonderful and told her that I wanted us to examine together what exactly she was doing. I pulled out scrap paper and a pen and asked R. to begin again and wrote down every word she said. The situation amused R. – she was speaking and I was the one writing furiously.
We paused after every two sentences (more or less) to compare what R. had said with the original text. We noted which words she had replaced with others and whether they meant the same as the original or not. If not, I suggested other words she could have used. For example, she said “In the beginning” instead of “At first”, which is great. When she said “the experience has donated far more to me” instead of “contributed” we discussed the difference between the two words.
Then R. read (with page turned over, remember?) two long sentences verbatim. She hadn’t replaced a single word or omitted a single one. R. then looked at the text and asked:
” I used the words in the text. I don’t know other words to use here. Can you tell me?”
Needless to say, I was happy to oblige.
“The Struggling Learners” – Individual Lessons
12th grade students, hard of hearing / Deaf students who use sign language in addition to speech, their speech is not always clear, all have additional learning disabilities, poor language skills in their mother tongue. These students are practicing for the writing section on their upcoming “Module C” final exam, which for them is a very simple, informal letter, 35-40 words long. It is a difficult task for them.
I gave each student a sample letter we had used in class before. The students are already familiar with the format – their final exam is in three weeks! Once again I first had the student look at the text, flip over the page and then read aloud. The texts are short! I wrote what each student said and then we compared it to the original. But then (following Fanselow’s suggestion) I added stages.
Each student received the text again with a blank space instead of one word in each sentence. They had to look at that text before flipping over the page and reading aloud complete sentences. Once again I wrote what they said and we compared what I wrote with the page with the blank spaces.
Then I gave the students the same text again with more blank spaces. They looked at it and repeated the process. When we compared the results to the page not one student asked for the original complete text, they didn’t need it.
Finally I gave the students a blank page and had them write a complete letter on their own.
It’s interesting to note that I hadn’t expected any of the students to replace any words, as their vocabulary is poor.
But they did. A little bit.
I’ve told these students repeatedly to choose adjectives they remember so as not to use the dictionary much on this section of the exam – they really don’t have time. But some students are “stubborn” – one student always wants to write that her boss is mean but can never remember the word “mean” and has to look it up. Today she simply replaced the word “mean” with “nice”!
Notes so far:
*The students and I are really enjoying this.
* In the next post I’ll share my “Read and look up” experiences so far with pair work.
* In Fanselow’s book the teacher isn’t the one doing the writing but for now, at least, that tricky with my students who don’t hear each other well.
* There are more elements to the method in the book.
This book tries to be a combination of a historical account and a modern courtroom thriller.
I enjoyed it up to a point.
I’m interested in history, the Roman Empire is certainly a fascinating subject and Cicero’s unlikely rise to power is truly a worthy subject. However there’s a great deal of detail designed to make the book sound like an episode of Boston Legal (or some other modern show about a law firm) and by the last third of the book I found it tiresome. That probably says more about me than about the writer’s skill, I’m less interested in the back room wheeling and dealing for votes. Shorter would have been better.
Nonetheless, I can see myself reading more of the author’s historical novels. He certainly makes a world long gone seem real.
Do you know how sometimes you feel sorry when you reach the end of a book you are reading and ” miss” the characters for a while?
By the time I finished reading Alias Grace I was glad to say goodbye to the characters and to have them out of my life.
Don’t get me wrong, I believe it’s a very good book. Atwood’s writing is, as always, riveting. I though it was incredibly skillful how she took the information available from printed sources about this true murder case / trial and filled in the gaps so convincingly. The characters she depicts seem very much alive, as is the period in which they lived. Sad times, unfair times, in which there was scant attention given (if at all) to a great number of people’s well-being. That’s putting it extremely mildly.
I’m glad I read the book but also glad I have finished it and can move on.
This is audiobook number two of the three books I am treating myself to and it was an EXCELLENT choice as a book AND as an audiobook.
Trevor Noah is a brilliant narrator of his own tale. Trevor knows how to employ different accents and make his characters sound differently. This is the kind of book you want as an audiobook.
Noah combines his memoirs of growing up as a mixed race child in South Africa before and after Apartheid ended (hence “born a crime” – white father, black mother, it was illegal!) with historical information and background. From his unique perspective as a child who moved in different circles (he spoke 4 languages!) but didn’t seem to belong anywhere, he takes care to point out how different groups of people viewed the same events, situations or concepts.
South Africa’s borders are not Noah’s borders. He connects his personal childhood experience to a much bigger picture of our world in general. As a language teacher I would love to teach in class the chapter in the book where Noah presents the advantages of knowing four languages. Knowing languages is really a superpower – it lets you connect to people but also allows you to perceive others from a totally different perspective. This knowledge helped Noah deal with complicated situations – students could relate to that.
Hmm… I guess there is a disadvantage of having heard this book as an audiobook. I can’t quickly flip through the book and tell you which chapter it was that I’m talking about. You will just have to read the book yourself!
So how would you like to “meet” Thomas Edison, George Westinghouse, Nikola Tesla, Alexander Graham Bell and J. P. Morgan? Or “see” the Metropolitan Museum of Art in New York as it is being built and “visit” the new Metropolitan Opera (it seems the old Opera House wouldn’t accept the likes of Rockefeller and Vanderbilt so they needed a new one…)?
Well, not exactly. But it feels that way!
I treated myself to three audiobooks, and this historical legal thriller is the first. The excellent narrator was able to make each character sound a little differently, which added another dimension to the book. The book is rich with details and background information and in many parts its quite easy to imagine being a fly in the room, with a front row seat to the legal battle.
Make no mistake – while there’s a lot of fascinating history here, this is a legal thriller in the tradition of any of those courtroom dramas series you happen to favor on T.V. It turns out there was a huge dramatic battle over who and how the USA would become a country with electricity. The lawyer (whose eyes you are peering through as the story unfolds) is young and dashing and of course there’s a love story too…
It’s certainly a good choice for an audiobook as the drama makes listening to it rather energizing – I got a great deal of cooking done while listening!
I understand there is going to be a movie version soon. It doesn’t surprise me in the least. I’m glad I read it before the movie comes out!
Teaching English as a FOREIGN language to Deaf and Hard of Hearing Students