THE TEST - ANGELICA GIBBTHE TEST - ANGELICA GIBB

In discussing this short story the In discussing this short story the usual areas which have to be usual areas which have to be examined and the appropriate examined and the appropriate

literary terms used.literary terms used.

The Test MattersThe Test Matters

Marion’s job depends on the testMarion’s job depends on the test Mrs Ericson’s family depends on Mrs Ericson’s family depends on

the testthe test Marion’s self-respect depends on Marion’s self-respect depends on

the testthe test

The TitleThe Title

AmbiguousAmbiguous – has a double – has a double meaning: both the driving test meaning: both the driving test and also the racial testing by the and also the racial testing by the bigoted examiner to check if bigoted examiner to check if Marion is a submissive black. Marion is a submissive black.

This adds to the emotional impact This adds to the emotional impact of the story.of the story.

““In medias res”In medias res” openingopening

The writer begins in The writer begins in mid-plotmid-plot..

This is “her This is “her secondsecond driver’s test”. driver’s test”.

The The “back story”“back story” is implied by the first is implied by the first sentence – that something has gone sentence – that something has gone wrong on the previous test.wrong on the previous test.

The story begins at a point of high The story begins at a point of high tensiontension – a second test with increased – a second test with increased nerves.nerves.

THEMETHEME

ThemeTheme The The themetheme is racial prejudice is racial prejudice

“…“…do like it better if a white person shows do like it better if a white person shows up…”up…”

Mrs Ericson suggests young cousin Bill was Mrs Ericson suggests young cousin Bill was the wrong person to go with Marion: the wrong person to go with Marion:

Marion reads between the lines and Marion reads between the lines and assumes the problem was that Bill is black.assumes the problem was that Bill is black.

Marian is honest and intuitive.Marian is honest and intuitive.

ImplicationImplication

Mrs Ericson suggests a bribe “..slip them a little Mrs Ericson suggests a bribe “..slip them a little something…”something…”

The The implicationimplication is that the test is a fraud, not is that the test is a fraud, not honest or fair if you are blackhonest or fair if you are black

Marion’s response, “That would only make it Marion’s response, “That would only make it worse…” hints at the main point of the story, that worse…” hints at the main point of the story, that white bigots are looking for any excuse to fail the white bigots are looking for any excuse to fail the black person. black person.

Marian has an intelligent insight.Marian has an intelligent insight.

THEMES:THEMES: These are the These are the ISSUES ; THE VALUESISSUES ; THE VALUES

which the story examines. All stories say which the story examines. All stories say something about the way in which we something about the way in which we human beings lead our lives and treat human beings lead our lives and treat each other.each other.

QU 9:QU 9: What is the central theme of What is the central theme of ‘The Test?’‘The Test?’

SETTINGSETTING

SETTINGSETTING i. WHERE IS THE STORY SET?i. WHERE IS THE STORY SET?

When the reader knows the place in which the story is set he When the reader knows the place in which the story is set he might have certain expectations and bring some information to might have certain expectations and bring some information to his reading of the story. his reading of the story.

QU 1:QU 1: In this story, what expectations might the reader In this story, what expectations might the reader reasonably have about how the environment might affect the reasonably have about how the environment might affect the behaviour or the fortunes of the characters?behaviour or the fortunes of the characters?

ii. IS THE SETTING OF INDIVIDUAL INCIDENTS ii. IS THE SETTING OF INDIVIDUAL INCIDENTS IMPORTANT?IMPORTANT?

QU 2:QU 2: Are there any incidents in this story where the setting Are there any incidents in this story where the setting might be said to be symbolic?might be said to be symbolic?

iii. WHEN IS THE STORY SET?iii. WHEN IS THE STORY SET?

QU 3:QU 3: Is it recent? Or is it set in the past where a certain set of Is it recent? Or is it set in the past where a certain set of historical circumstances might affect the behaviour and historical circumstances might affect the behaviour and fortunes of the characters?fortunes of the characters?

PLOTPLOT

Plot – Plot – How does it develop?How does it develop?

SuspenseSuspense over who will be the tester: over who will be the tester:

The stocky, shouting man ORThe stocky, shouting man OR

The genial, middle aged, smiling man The genial, middle aged, smiling man (who turns out to be the racist with the (who turns out to be the racist with the friendly face) friendly face)

IronicallyIronically, the genial man is as much a , the genial man is as much a

racist as the stocky man was.racist as the stocky man was.

Careful PlottingCareful Plotting

The tester asks her to read the sign.The tester asks her to read the sign.

She does.She does.

He asks where she learned to read.He asks where she learned to read.

She says at college.She says at college.

He laughs.He laughs.

She stalls on the slippery bridge.She stalls on the slippery bridge.

He makes fun of her: “Mistress Mandy, He makes fun of her: “Mistress Mandy, remember your degree.”remember your degree.”

She swears at him and starts the car with a jerk.She swears at him and starts the car with a jerk.

THENTHEN He fails her with four random crosses on He fails her with four random crosses on the blank.the blank.

Careful PlottingCareful Plotting

She stalls on the slippery bridge.She stalls on the slippery bridge.

He makes fun of her: “Mistress Mandy, remember He makes fun of her: “Mistress Mandy, remember your degree.”your degree.”

She swears at him and starts the car with a jerk.She swears at him and starts the car with a jerk.

THENTHEN He fails her with four He fails her with four randomrandom crosses on the crosses on the blank.blank.

SO HE FAILED HER BECAUSE SHE LOST HER SO HE FAILED HER BECAUSE SHE LOST HER TEMPER AT HIM, TEMPER AT HIM, NOTNOT BECAUSE SHE STALLED BECAUSE SHE STALLED THE CARTHE CAR

Careful PlottingCareful Plotting

Reveals Reveals motivation of motivation of charactercharacter of tester of tester

He is furious because Marian He is furious because Marian swore at him, not because she swore at him, not because she stalled the car.stalled the car.

IMPORTANT!!!IMPORTANT!!! The plot and its ending are designed to:The plot and its ending are designed to:

A) challenge our sense of fairnessA) challenge our sense of fairness

B) provoke anger and indignationB) provoke anger and indignation

C) make us reflect on the small, C) make us reflect on the small, unnoticed acts of racism which still unnoticed acts of racism which still occur.occur.

PLOT:PLOT:

QU 4:QU 4: Briefly summarise all that happens. Briefly summarise all that happens. in the story - including all in the story - including all RELEVANT RELEVANT detail.detail.

QU 5:QU 5: Are there incidents of particular Are there incidents of particular significance in the story?significance in the story?

QU 6:QU 6: Does the author prepare the reader Does the author prepare the reader for the ending? Even, as in this story, for the ending? Even, as in this story, when the reader hopes that the ending will when the reader hopes that the ending will be otherwise.be otherwise.

CHARACTERISATIONCHARACTERISATION

CHARACTERS AND CHARACTERS AND CHARACTERISATION:CHARACTERISATION:

How characters are How characters are DESCRIBED, DESCRIBED, CONTRASTEDCONTRASTED, and made to represent , and made to represent A A TYPETYPE

How How APPEARANCE,BEHAVIOUR AND APPEARANCE,BEHAVIOUR AND LANGUAGELANGUAGE combine to give a very vivid combine to give a very vivid impression of each character.impression of each character.

(WE WILL LOOK AT THIS LATER IN MUCH (WE WILL LOOK AT THIS LATER IN MUCH MORE DETAIL)MORE DETAIL)

Marion as Point-of -Marion as Point-of -View CharacterView Character

The only character who makes meaningful The only character who makes meaningful decisions in the storydecisions in the story

The only character present throughout the The only character present throughout the storystory

The only character given a personal nameThe only character given a personal name

The character who suffers unjustly and The character who suffers unjustly and without complainingwithout complaining

DIALOGUEDIALOGUE

Use of DialogueUse of Dialogue(significant names)(significant names)

The inspector calls Marian “Mandy” This The inspector calls Marian “Mandy” This is condescending is condescending

A) He does not use her surname. (Dignity A) He does not use her surname. (Dignity denied)denied)

B) He deliberately uses an over-familiar B) He deliberately uses an over-familiar version of her first nameversion of her first name

C)He ignores Mrs Ericson’s correctionC)He ignores Mrs Ericson’s correction D) When he gets away with the insult he D) When he gets away with the insult he

pushes it further, calling her “Mandy-Lou”pushes it further, calling her “Mandy-Lou”

Dialogue - Intrusive Dialogue - Intrusive Rhetorical QuestionsRhetorical Questions

The inspector asks Marian if she has The inspector asks Marian if she has children. This is irrelevant to her driving children. This is irrelevant to her driving ability.ability.

The inspector asks this in a racist phrase: The inspector asks this in a racist phrase: “Old enough to have quite a flock of “Old enough to have quite a flock of pickaninnies, eh?”pickaninnies, eh?”

More Rhetorical More Rhetorical QuestionsQuestions

The Inspector questions Marian’s motive The Inspector questions Marian’s motive in wanting a licence.in wanting a licence.

““Sure you don’t really want to sneak out Sure you don’t really want to sneak out nights to meet some young blood?”nights to meet some young blood?”

This suggests Marian is an immature and This suggests Marian is an immature and irresponsible teenager.irresponsible teenager.

Another Another Intrusive QuestionIntrusive Question ““You-all sho can read fine . . . Where d’ya You-all sho can read fine . . . Where d’ya

learn to do that, Mandy?”learn to do that, Mandy?”

The implication is that it is surprising that The implication is that it is surprising that a black can read at all because the negro a black can read at all because the negro is uneducated or stupid.is uneducated or stupid.

Cultural StereotypesCultural Stereotypes

““He began to whistle “Swanee River”. He began to whistle “Swanee River”. “Make you homesick?” he asked.“Make you homesick?” he asked.

This is a direct reference to slavery and This is a direct reference to slavery and plantation life.plantation life.

This is a racist jibe which the inspector This is a racist jibe which the inspector feels safe to make because there is no feels safe to make because there is no witness in the car.witness in the car.

DIALOGUE: DIALOGUE: In every short story the way in which a In every short story the way in which a

character speaks to others will reveal character speaks to others will reveal that character’s qualities. that character’s qualities.

QU 7:QU 7: Find twoFind two examples of each examples of each character‘s language and note what character‘s language and note what it tells you about their attitude to it tells you about their attitude to others.others.

BODY LANGUAGEBODY LANGUAGE

Use of condescending Use of condescending body-languagebody-language

‘“‘“Sure thing,” the inspector said, winking Sure thing,” the inspector said, winking at Mrs Ericson.’at Mrs Ericson.’

This suggests Mrs Ericson and the This suggests Mrs Ericson and the Inspector are sharing a joke, that they Inspector are sharing a joke, that they both know Marian is a bad driver because both know Marian is a bad driver because she is black but Mrs Ericson has to say she is black but Mrs Ericson has to say something positive in front of Marian something positive in front of Marian because blacks cannot cope with the because blacks cannot cope with the truth.truth.

THE ENDING OF THE STORYTHE ENDING OF THE STORY

The real climax of the storyThe real climax of the story What is the real climax?What is the real climax? Marian stalling the car? – No.Marian stalling the car? – No. Marian swearing at the tester? – No.Marian swearing at the tester? – No. The tester failing Marian? – No.The tester failing Marian? – No.

It is Mrs Ericson’s reaction: “Oh, It is Mrs Ericson’s reaction: “Oh, Marian, again?”Marian, again?”

The hidden message in the The hidden message in the endingending

Mrs Ericson blames Marian for being a Mrs Ericson blames Marian for being a stupid black.stupid black.

Marian does not dare to tell her truth Marian does not dare to tell her truth about the racist incidents during the test.about the racist incidents during the test.

Marian decides to accept the label of Marian decides to accept the label of “stupid black” rather than make trouble.“stupid black” rather than make trouble.

MORE AREAS TO CONSIDERMORE AREAS TO CONSIDER

STYLE:STYLE: QU 8:QU 8: Look for words, phrases, or Look for words, phrases, or

images which are included by the images which are included by the author to add to the meaning of the author to add to the meaning of the story and to increase your story and to increase your understanding of the characters or understanding of the characters or the themes.the themes.

ATTITUDE:ATTITUDE: All authors have an All authors have an ATTITUDEATTITUDE to their to their

subject matter to their characters: it is subject matter to their characters: it is clear in descriptions, dialogue and- clear in descriptions, dialogue and- sometimes- comments sometimes- comments

QU 10:QU 10: What is the writer’s attitude What is the writer’s attitude to her subject matter in ‘The Test.’to her subject matter in ‘The Test.’

PURPOSE:PURPOSE: The purpose of the writer is connected to The purpose of the writer is connected to

his/her attitude the author may want to his/her attitude the author may want to criticise some aspect of human behaviour criticise some aspect of human behaviour and his / her purpose would be to convince and his / her purpose would be to convince the reader that such behaviour is wrong.the reader that such behaviour is wrong.

Once you have decided what the writer’s Once you have decided what the writer’s purpose was, you can then assess if the purpose was, you can then assess if the writer was successful in achieving it.writer was successful in achieving it.

QU 11:QU 11: What is the writer trying to What is the writer trying to achieve by writing this story, what is achieve by writing this story, what is its purpose?its purpose?

PERSONAL RESPONSE:PERSONAL RESPONSE:

In all critical essays you will be expected In all critical essays you will be expected to include your personal response to the to include your personal response to the text and to be able to explain why you text and to be able to explain why you did or did not enjoy it.did or did not enjoy it.

QU 12:QU 12: Give your personal Give your personal response to the short story, ‘The response to the short story, ‘The Test.’Test.’