Artemis Fowl, The Seventh Dwarf

Artemis Fowl, The Seventh Dwarf (2004) Eoin Colfer, Puffin
ISBN 0-141-31800-7

This is a short book written for world book day and available to children for just a pound or free with a book token received from school. It is part of a set of books about the character of Artemis Fowl. Artemis is a boy whose father is missing. Nobody has been able to find him. Artemis cannot accept that his father is gone, and being highly intelligent, sets about finding his father by himself. He also wants to do something for his mother, who is devastated by the disappearance of his father, “I will find him,” he whispered once in his mother’s arms.

Finding out about the secret world of fairies, Artemis is convinced that this world can help him. There is just one problem, humans must not know about the fairy world. This world is different to our own, yet has a clear set of rules, and there are limits to the special abilities of those within it. This use of clear boundaries helps us to see it as more real, as if you could stumble across a secret world of fairies.

This is a stand-alone story that also fits with the other books. The characters are well drawn, and the plot clear, so it is fine if you have not read any of the previous novels. Even though the story can be read independently, there are references to other tales, making the reader curious. Extra details about characters background and past actions help to give them further depth.

There is also plenty of dialogue in the text, helping to keep the story fast paced. This is great for a children’s story as it keeps their attention throughout. The dialogue also helps to give further insight into the characters themselves, and to reveal details of the plot.

There are often little placement lines written in italics at the start of a section of text. These quickly allow the reader to know exactly when and where they are. For instance, “police plaza. Haven City. The Lower Elements.” This is useful to younger readers who may find it harder to work out where they are or keep track. More cleverly, it enables the writer to keep the text shorter by omitting such information from the main body of the text, which would have to be written in a longer style. It also helps to break the text into manageable chunks, easier to cope with for young readers.

I had not read any of the books about Artemis Fowl before, although I had certainly heard of them. They are clearly best selling children’s books for a reason. They are well written, have an original concept, and they are easy and entertaining to read. I hope to read more of these soon.

What I have learned so far;
· Fantasy worlds should have limits and rules just like our world.
· To use such rules and limits to inform/drive plot and characters.
· A characters history and background is important as it gives depth.

The Lost Throne

The Lost Throne (2008) Chris Kuzneski, Puffin Books
ISBN 978-0-141-03707-3

This is a crime thriller with an interesting historical twist. The book is fairly long, about 593 pages, and 76 chapters plus prologue and epilogue. Having said that, I wasn’t bored at any point, and the story is revealed through multiple narrative voices, necessitating that the book be split into key sections (chapters) to change voice. There are three main viewpoints in the book; the Interpol and Greek police investigation, the mercenaries and their associate characters, and finally, the Spartan warriors.

At this point I should probably explain that the book is set in modern times, but the crime is in a Greek Orthodox monastery, virtually untouched/closed off since medieval times. On top of this, there are continual links to historic relics and cultures, especially archaic Greece, and the ancient Spartan city-state. This is one of the reasons that the book appealed to me, as I spent three years studying ancient history and archaeology at university, a lot of it looking at Greece.

There is lots of research evident in this book, and it is the detail that makes it so successful. These details provide the clues to linking up what is happening, and solving the crime. The observance of these details is what enables some of the characters to survive the dramatic ending to the story. The text is quite graphic in places, and those details also form part of the clues. The graphic detail is necessary to explain links and conclusions, as well as reflecting the brutal nature of the Spartan warrior culture. This culture, and that of the orthodox monks are portrayed very well.

The pace of the story is also well thought out. There are plenty of ups and downs, as well as spurts of rapid action. These bursts of action get more and more frequent as you travel through the story. Events move on at a faster pace, and viewpoint or narrative voices switch more readily. This all works together to create a sense of urgency and tension for the dramatic conclusion of the novel.

I enjoyed this book because of the historical and cultural aspects to it. I thought that they were very well done. It is unusual for someone to write about the Spartan cultures in fiction. Most people stick to Athenian statesmen or artisans, or Macedonian leaders like Alexander the Great. I also found that the pace and the tension hooked me in, urging me on to complete the book. The questions it throws at readers made me very reluctant to put the book down, as I wanted to know what the answer was! I am one of those people who find it difficult to let go until I know WHY. In this book, that was of just as much importance as the who!

What I have learned so far;
· The importance of detail to a novel
· Effective use of details in a story
· An example of how to use pace to good advantage, and to create tension and questions with it.

A Test Of Truth, Sir Gawain And The Green Knight

A Test Of Truth, Sir Gawain And The Green Knight (1988) Barrie Wade, Arnold-Wheaton ISBN: 0-560-09013-7

This is a very short book with many illustrations. It is a book that is aimed at enticing reluctant readers, and works very well. The story is not a new one, and there is even a version told by the notable J. R. Tolkein.

The story is based upon Sir Gawain, a knight in King Arthur’s kingdom. Gawain is the only night brave enough to challenge the Green Knight, knowing that it will probably cause his death. He does this to uphold the honour of Camelot. It is that honour, and his personal honour that has him not just agreeing to go to his death at the hands of the green knight a year later, but actively seek out his fate.

The book simplifies the story so that it is short in length without dummying it down. Challenging vocabulary is used such as “withered” and “gruesome”. This helps to extend readers vocabulary as well as making the story much more interesting. This effect is supported by the use of words related to the stories setting, such as “revelry”. Words and phrases are also repeated to aid readers in remembering them, although not so much as to turn the text into a story for a much younger child.

Almost every other page has a wonderfully detailed and colourful piece of artwork that is designed to illustrate what the text is describing. They successfully mix modern art and colours with those of the past, including some medieval motifs in the decoration. The images help the reader to understand and appreciate the story being told through the text. They add another layer of meaning to the words, and make the book so much more appealing to a reluctant reader. Teens who struggle to read will be attracted by the short length of the volume, and the amount of pictures in the book.

This story is a moral tale or parable. It demonstrates the value of honesty, keeping promises, and personal honour. It accomplishes all of this without preaching to readers. Understanding of these lessons comes from following the struggles and thoughts of the characters. This is the sign of a great tale, and I enjoyed reading it very much.

What I have learned;

· Writing can contain messages for readers, ie, life lessons and moral values.
· Tales can be re-told or adapted to suit different needs.

Ring-rise, Ring-set

Ring Rise, Ring Set (1982) Monica Hughes, Heinemann New Windmills
ISBN: 0 435 12305

This is another book aimed at teenagers that has a message within it. It deals with the issue of science verses nature, of western cultures dismissing older native cultures, and the sacrifice of the few to benefit the many. All of these issues are seen and weighed by a teenage girl named Liza.

The book is set after a natural disaster, and the world is at imminent risk of the next ice age. Scientists have less than five years to prevent the ice sheet overrunning the last human outposts. This disaster happened when a comet skimmed earth’s atmosphere, leaving some of its debris behind. This debris has coalesced into a cloud of dust and tektites (glass particles) that has settled around the equator. This ring blocks out 80% of the sun’s rays in winter, creating severe freezing temperatures. This time is called ring set. When the earth has rotated enough for summer, the ring appears to rise, and more of the sun’s rays filter through.

Liza is part of the western science community, who have survived by building an underground complex inside a hill, where they completely shut themselves off during ring set. These people are called Tecks. Liza was born there, and has not known any other way of life, except from educational materials. Men and women live separately, on different floors, and children do not live with their parents. All women do household jobs such as cooking, cleaning, etc, on a massive scale, rotating each month. They work together as a floor group. Men work on machinery, and go out on expeditions for science research. This is meant to be the best way of advancing scientific knowledge and conserving resources etc. Liza barely sees her parents, and doesn’t really know them.

In contrast, those who were not included in the science bunker have found a way to survive by living like the native tribes of Alaska and Canada. These people are called Ekoes by the Tecks. They depend upon the caribou to survive. They live in extended family groups, and all sleep in one central shelter. They spend time with their families, and children grow up knowing their parents well. The Ekoes think that the Tecks are spirit people, and are afraid of them and anything associated with them.

Liza is unhappy with her life in the hill, and she wants to go on an adventure outside in ring set. She thinks it is unfair that only men get to go out during winter, and stows away on an expedition sled. Finding herself alone with spare supplies in the middle of the ice sheet, Liza begins to regret leaving. She is found by an Ekoe named Namoonie, and taken back to his family. They think that she is a long lost daughter, cousin to Namoonie, and take her in. she spends the whole winter with them, and learns about their culture. Liza feels loved, feels like she belongs in a way that the artificial hill settlement cannot provide. Ekoes believe in Paija, a goddess of the earth. They have created myths and stories that explain the ring, and believe that Paija has put it there after she was tricked by a wolf. This is strange to Liza as the Tecks only believe in science.

Things come to a head when the Ekoes discover “black snow” that smells bad, and is killing the caribou. Liza knows that this must have something to do with the Tecks, and asks Namoonie to take her back to “the spirit people”. Once there she tackles the director, and tries to persuade him not to endanger the Ekoes by killing off their supply of food for the winter months. She is disappointed when all the Tecks agree to do is allow the Ekoes to live inside the hill, something that the Ekoes would never do. The black snow is a mould produced by the Tecks to hold back the ice sheet from spreading. The idea is that it may buy them enough time to create a space net that will deflect all of the matter in the ring, putting the planet’s weather back to rights, and saving mankind from extinction. Tecks look down on Ekoes, and think that they are the true custodians of earth’s culture and knowledge. I lover her reply, that summed up my attitude nicely;

“I’m not that thrilled with a civilisation that won’t count people like Namoonie and his family because they don’t wash too often or clip their toenails”

Whilst Liza can be naive, impetuous, and even irresponsible at times, this is often because she is a fifteen-year-old teenager. Liza does show plenty of learning and growing throughout the novel. I like the way that her character is used as a focus for all of the differing viewpoints, and that she challenges established views, and wants everyone to come up with a solution for all. She is unable to accept that Ekoes are the lesser culture just because they don’t know about science, or read and write. She is also unable to reconcile herself to the idea that the Ekoes, the few, should be sacrificed for the many, the Tecks.

The solution is never found before the end of the novel, but it ends with Liza’s final challenge. She refuses to go back to the hill, choosing to live with the Ekoes and marry Namoonie. Liza reminds the Tecks that they can’t forget about Ekoes while she is with them, and that if they cause harm to the Ekoes they will also be arming her, one of their own as well. It is a neat solution even though it is temporary, and leaves the reader still wondering if the ring ever gets deflected.

I think that this novel touches on very worthwhile issues, which are eve more relevant today than when the book was first written. This is especially so for environmental and cultural issues. I really liked the way a book for teenagers looked at other cultures with a positive light, and that equally, it wasn’t afraid of showing weaknesses in modern western societies. The fact that this is all viewed through the lens of a teenager’s eyes helps other teenagers to understand and think about the issues involved. I liked this book a lot, and it was clearly well thought out and planned. I wonder if this author has written any other books? They might well be worth a read!

What I have learned;

· Not to be afraid of highlighting cultural differences.
· Keep the viewpoint of the book to the main character, and remember to adapt it as that character learns and grows.
· Use real life research as a base but alter it slightly to fit your fictional story.

Flat Stanley

Flat Stanley (1964) Jeff Brown, Mamouth

ISBN: 0-7497-0137-4

Stanley is a boy who lives with his brother Arthur, and his parents, Mr. And Mrs Lambchop. The premise of the tale is as follows; a huge and heavy notice board falls on Stanley as he is lying in his bed. This squashes him flat, and he is about as deep as a piece of paper. He remains this way, and even the doctor says that all they can do is monitor him. He mother gets his clothes altered by a tailor.

Rather than let this get him down, Stanley has fun seeing what he can now he is flat. He can go through the gap at the bottom of doorways, and rescues his mother’s ring from down a drain. His brother becomes quite jealous of these new abilities. At one point, Arthur even tries to make himself flat by piling heavy books on top of his chest. He is stopped by his parents and sent to bed.  They explain to Stanley that his younger brother is jealous, and ask him to be nice to Arthur. Stanley does this by volunteering to let Arthur fly him like a kite, so that he will be more popular!

Stanley becomes a hero when he poses as a painting in the art gallery to foil the plans of a gang of sneak thieves. He ends up with his name and picture in the paper, and he is very happy. After a while people stop giving him positive attention, and they point, stare, and laugh at the ‘flat boy’. Stanley becomes very unhappy, and it is Arthur, desperate to make up for leaving Stanley trapped in the tree, who saves the day. He blows Stanley up with a bike pump, and all is well.

Stanley’ parents also post him via airmail to his pen friend’s house in the school holidays. The hundreds of Flat Stanley projects in schools take up this theme, as does the international Flat Stanley Project based online. Pupils read the story, and they all create their own Flat Stanley on paper. The children are all encouraged to post their Stanley to friends and relatives around the world. People take their photograph with Stanley and send a written account back to the child along with the photograph. The website has many of these stories and pictures from across the globe. I first heard of this book when a friend of mine received a Flat Stanley from her niece in America.

Throughout the book there is reference to good manners, tolerance and respect. “Mr. And Mrs Lambchop were both very much in favour of politeness and careful speech”. This is an important message for children, and I think that it was done in a very sensitive and clever way. Making good manners something that is important to characters that are so appealing to children can only help to get the message across.

The message on page 58 is obvious and even a little trite, but it is aimed at children;

“Shame on them,” Mrs Lambchop said. “It is wrong to dislike people for their shapes. Or their religion, for that matter, or the colour of their skin.”

This book was written in America during the sixties, and that was a vitally important message. People were fighting for equality, and against discrimination. It is a little sad to say that some sections of society are still in need of that very same message.

The book is only short, but very engaging. The story is completely improbable, but so charming that I really did not mind. The popularity of the book worldwide would indicate that many share my view. It is a useful little book that schools have used to promote reading, but also manners, tolerance, and world awareness. I wish I had read this book when my children were smaller, as I would have done our own Flat Stanley project. Keep your eyes pealed for Stanley as he goes on his travels. He’ll be easy to spot, he’s the flat boy!


Find the official project at http://flatterworld.com/?nav=home

Out of The Shadows

WALLACE, JASON OUT OF SHADOWSAndersen Press (Ages 14+)
ISBN: 9781849390484

This story is set in the 1980’s as Robert Mugabe came to power in Zimbabwe. The conflict between white settlers and native Africans are apparent, as is the fear and violence of the country at that time. The conflict between the Shona tribe and the Matabele tribe is another source of racial tension within the novel. Matabele are in the minority, and Mugabe is Shona. Therefore the Matabele are very badly treated. There is also conflict between the British settlers and the Afrikaners, as well as between the schoolboys themselves.

There is institutionalised violence at the school, and that spills over into the boy’s every day life.  One boy even voices the fact that is ‘normal’ to be beaten by your father or older brother. Mugabe’s soldiers are seen at various intervals patrolling the area and shooting people. The police are also violent. The boys grow up with this outlook, and they are not shocked by the most savage things, and expect that poor black people who are Matabele will be maimed, raped, and even killed. Only Robert Jacklin, from whose perspective the story is told, realises how indoctrinated it all is, and how wrong. This is because he spent his early childhood in Britain and was therefore not as susceptible as the other boys. All through the book we hear his conscience, but even he spends part of the time carried away with the violent and prejudicial status quo. This is mostly due to good old-fashioned peer pressure, and an increasing sense of isolation as his father becomes a workaholic and his mother dies of alcoholism.

The story is a fascinating glimpse into the politics and culture of the area in a time of real change and struggle. It is also an insight into traditional public schooling, those supposedly superior places. Every page contains violence or offensive remarks directed atone character or another. It is certainly not for the squeamish to read. However, some teenagers are able to cope with the subject matter, and it is important that these lessons are not lost and forgotten, and that we remember what actually happened. The book is very evocative and the characters are so well drawn that as a reader I feel some sympathy for even the worst offenders. The reasons for a character’s behaviour are explained, and whilst not an excuse, they are certainly food for thought. It gives teenagers a chance to understand that every situation is made up of shades of grey, that there is no black and white. That statement is all the more appropriate given the novel’s subject matter.

All in all it is a good book with good aspirations. It is fiercely honest and therefore not for everyone. 6/10

What I have learned;

·        To represent both sides of any issue so that it gives the reader food for thought.

·        Use real life events to inspire writing.

The Death Defying Pepper Roux

McCAUGHREAN GERALDINE THE DEATH DEFYING PEPPER ROUXOxford Children's Books (Ages 10+)
ISBN: 9780192756022

This is an adventure story as seen through the eyes of a fourteen-year-old boy. Although he has been brought up to believe in his impending death, Pepper does not want to die. He is very aware of danger, and ways in which to die, but apart from that, he is very innocent of how the world works. The reader sees the world through Peppers eyes, complete with his wonder and confusion as he muddles through a series of increasingly surreal situations.

Pepper runs away from home on his birthday, trying to outrun his death. He has been told that he will die before he is fourteen, and his family believe it utterly. The first line of the book reads,

“On the morning of his fourteenth birthday, Pepper had been awake for fully two minutes before realizing it was the day he must die”.

During his travels, Pepper assumes different roles, characters, and even names. He becomes everything from a newspaper journalist to a salami sausage slicer, and even joins the foreign legion. Each time he moves on as someone is following him, who later turns out to be his only friend, Duchess.

Characters in the book are cartoon like, and fit with the perceptions of a child. The unlikely becomes every day, and the story bounces along at a swift rate of knots. A fellow reader described the book to me by saying, “it’s a good story but its bonkers”. This I can agree with wholeheartedly. I enjoyed reading it as a one off, but found it more like reading Baron Munchausen than anything else. I can see how the speed, humour, and adventure would appeal to young readers, and especially boys who may wish they were on an adventure like that. I can also appreciate that more crafted or well-rounded characters would not suit the story, and would indicate a more adult viewpoint than Pepper. There is skill and thought in this novel, but it is not one that I would usually read.

Bonkers, a fast paced tale with cartoon like characters. 5/10

What I have learned;

·        To think about the characters perspective and how they see the world

·        Unusual and quirky things can add humour