See for yourself!

As a "cybergift," the picture has become a part of Joanna's page. This could be seen as a testament to the inspiration that the image of an upside-down poodle has on the readers of this book.

Assess the dust jacket: how does the image strike you? Joanna's photo is of a live dog, and it looks odd upsides down, despite the fact that the very same image (though reduced in detail, size, and life-likeness) graces the cover of the book. But is it really the same as the image on the cover of the book? What difference does it make in your mind? Why is it strange to see the photo of the dog upside down, but not as strange to see the silhouette of the dog, basically another shape like a circle or triangle, in the same position? What would Christopher, our narrator and main character, have to say on this issue?

Definitely something to think about. Oh, pictures are worth more than just one-thousand words!

Thanks, Joanna!

For those freshmen that are moved in on campus, welcome! It's great to see more students on campus, and it's a great feeling to know that the new school year is just around the bend!

For those that haven't arrived yet or are commuting, safe journeys please!

If there are any of them present, I'd like to welcome the RTAs at SHU to Dust Jacket. As the books were handed out during a training session the other day, I took the opportunity to announce this blog to those that are interested (and find a spare second to stop by!). Hopefully some more input would spur some more discussion.

With the date of the book discussion growing closer, I thought it might be nice to welcome some open questions about the story. Please feel free to post any specific questions to begin discussion.

I would like to hear your thoughts on whether or not you liked it, but also specifically why or why not. Try to dig deep into the book's pages for reasoning and to question your usual methods of deciding if you do or do not like a book.

Sound off, freshmen! I want to know what YOU think.

A reminder for freshmen: the book discussion will be the 8th of September, so you've got just a little more than a week to have it read. Please be prepared for this. The more of you that participate, the better it will be and the more satisfying it will be.

Until again, read on!

First, let me get something out of the way: I did like the book. It was creatively written and took a much different perspective than what I am used to, so I appreciated that.

I suppose that it is because I have no experience in working with (or even knowing) an autistic person that I do not understand the need for such references to the colors that Christopher hates (yellow and brown, p. 84). He admits that his reasoning is somewhat silly, but also thinks that it is rational because if he didn't have reasons to not like certain things he would spend all his time deciding what he could like or could do. But is ruling out two whole colors really a good idea?

Christopher also mentions specific colors when he is deciding what kind of day he will have. His method for doing so is somewhat odd. His morning routine of counting cars of certain colors was a game I remember playing when I was younger. Only, for me, the number of red cars didn't spell out whether or not I was going to have a good day. For as much as Christopher thinks that believing in God is stupid, I can't understand how he can justify this process of determining what sort of day he will have. What led him to the conclusion that 4 red cars in a row make a Good Day, 3 red cars in a row make a Quite Good Day, and 5 red cars in a row make a Super Good Day?

The explanation on page 24 is what Christopher tells his psychologist. Basically he explains that he liked logic and order--this, if nothing else, is obvious. Christopher needs stability and order otherwise he cannot function. In the same sense, though, Christopher says he does not believe in God because it is not logical (p. 164).

Creating his own order and logic--his system of counting cars to determine a Good Day, etc.--Christopher contradicts himself. If it is not logical to believe in God, which is something so widespread and universal (whether it is through any of the myriad of religions or simple nondenominational, unorganized belief in God), how can Christopher think that 4 red cars equalling a Good Day is logical?

I understand that he needs to somehow declare things he doesn't like. Apparently, though, Christopher cannot make decisions without rules. Let's pretend that he doesn't hate yellow and brown. Could Christopher choose to eat something yellow (let's say a banana) because he wanted it? Or would he consider eating a banana, a yellow apple, vanilla pudding, lemon meringue pie, and yellow squash? Would he not be able to make a decision without having certain colors ruled out altogether?

Evidently thinking of autistics as picky eaters is not uncommon. Since autism is largely associated with sensory perception, I suppose (as a very uneducated guess) that autistics would need to cut down on the number of things they experience (colors, tastes, etc.) in order to function in the ever-changing world. Christopher, for example, says that he hates new places (p. 140). Page 169 shows Christopher taking in all the signs and information in the train station in London--he says "my brain wasn't working properly," so he is cognizant that this is happening. He cannot do anything about it, though, except remove himself from the situation or block the excess information out.

"Sensory issues: dislike of certain sounds, textures and/or tastes; dislike of being touched; very passive or very active behavior; nervousness; unaware of various physical stimuli such as pain; covering ears at loud noises; "blanking out" in active environments; often seem to be uncomfortable in extreme temperatures" - Common Characteristics of the Person with Autism PDD

Seton Hill's "blogosphere" has been active for almost two whole years (starting in September of 2003), and has bloggers from all classes--senior, junior, sophomore, and freshman. Some students receive a blog as they enter a course (particularly a course taken with Dr. Jerz) and some ask for one on their own. Some students maintain their blog for purely scholastic activity while others, like me, make their blogs more personal.

To get a closer look at the blogosphere, visit the New Media Journalism blog. This page, which is currently being redesigned by a student, has been a center of activity since its creation--notice "Recent Posts" and "Recent Comments" on the navigation bar. Feel free to visit!

Become part of the blogging community at SHU by emailing Dr. Jerz, using the link on the sidebar under "Contact."

I don't often have the opportunity to listen to the radio (#1 reason: the speakers in my car don't work), but I just may have to find the time to sit and listen in sometime soon. Other topics covered in this show include writer's block, dyslexia, depression, and multitasking. (Fascinating information on each of these topics; I especially appreciated the section on dyslexia, as I have dealt with that on a personal level.)

Special thanks to Joanna, who is a Professor of English at Montgomery College in Maryland. Evidently, Joanna isn't the only one that's noticed our Dust Jacket, as we've been cited on the Community College English blog as well.

Livre d'Or (which is French for "Golden Book" or, litereally, "Book of Gold") gives an account of the reader's reasons for reading and liking the book. This blogger says she was skeptical of the idea of Christopher's role as an autistic teen, but that she was brought around due to the book's "clear-eyed view of disability." (Sidenote: I was surprised to see that this is a LiveJournal, as they are generally listed as personal "teen" blogs with no content. Here we see a post marking an exception to that rule.)

Dr. Jerz sent me this link as I began this project, and I was waiting for the proper moment to include it here on Dust Jacket. Interestingly enough, Livre d'Or also linked to this blog citing it as knowledgeable. (I assume that the two bloggers are friends and have linked to each other's work to gain readership.)

The blogger has experience working with autistic children, specifically boys.

I was hugely impressed with the way in which Mark Haddon accurately captures the misunderstandings, novel interpretations and unconventional outlook that are so characteristic of people with Asperger syndrome. The narrative, told from Christopher’s perspective, is utterly brilliant, very funny, and will strongly resonate with anyone who has spent time with anyone with AS. --Hanna, join-the-dots

I also came across a mention of the book on a site called "Enpsychlopedia," through Psych Central. The site uses the same information found on the Wikipedia site for the book. (Be warned that this link contains some spoilers.)

Found through the BBC "Ouch!" weblog for the disabled, I found this "glowing" review through Guardian Unlimited Books.

And finally, although entirely redundant and childish, this listing of the book caught my eye because of the international response it has garnered. The site it geared towards a youinger audience, but I never mind hearing what children have to say about books I have read/am reading--frequently their perspectives can be more general, but unmarred by closed thinking we adults tend to develop.

Who told him he would be paid to hit the boy? The coach.

(Above link is to the Post Gazette. Here is a link to the Pittsburgh Tribune's article on the same story. Also New York Daily News.)

This is a link to a book written by a man named Marc Segar. Segar has Asperger's Syndrome, and wrote this book as a guide to all the "unwritten rules" of society.

Many of these rules would apply to Christopher in various instances throughout the book. For example, the section on body language would probably help Christopher understand a bit more about why he cannot seem to process people's facial reactions. He complains that they move too quickly, but also says that he has a photographic memory. In hindsight he may know what they were expressing, but not at the moment when he could react to the expressions.

Peruse this source and think about Christopher--would reading this source change Christopher's interactions with the rest of the world? How?

Although, I shouldn't be complaining because I somehow always find time to blog. It's just something that I do. Whether it's about things in my life, news, a book I'm reading, or just a bit of rambling, I find time to sit and type for a bit.

I want to address an important point without lecturing. This is an exercise in exercise, really, so I'll begin with a stretch--you can't expect to find the right answer.

It's just not possible.

Now, you're thinking that what I just said is a real stretch--that I'm lying.

"Of course I should expect to find the 'right' answer. It's out there and, golly, I'll find it! With the right books, search engines, literary guides, and footnotes I will find the right answer."

Guess again. This is college. Sometimes there isn't a "right" answer. You're going to have to decide whether or not it's "right" all on your own.

The reason this is an "exercise in exercise" is because you must practice not looking for the "right" answer. A fault of the majority of secondary schools is to instill that there is one answer that will be correct, leaving the rest as incorrect and therefore not of value. This is sad because schools must "teach to the test" for assessments, and students get the bad bargain because their intellectual stimulation plummets. Cutting off thinking at the "right" answer stunts creativity. Narrowmindedness stems from this sickness, leaving young minds shriveled and living from hit to hit on the "right" answer, their drug for sustenance.

This is the basis of literary discussion, which is something I'm sure all of you have had experience with in the past. At the very least, you've got to be open minded in discussing a text. There are innumerable facets to any one piece. If you come into a discussion with a "right" answer in your head, that's fine. Just be prepared to defend it against some other person who also has a "right" answer in mind. They might not be the same "right" answer, and in fact, one of you may be wrong!

There's the best part, though. Not in error, but in defense. Finding evidence in the text to support your points: passages, nuances, implication, and all the best things you can draw out of the words you've been given--this is the fun, the challenge, and the purpose. Even if your answer doesn't turn out to be what you expected, you have learned, through defense, more about looking for answers.

What really matters, though--a consensus? A majority? Whatever the teacher says?

Yes.

Never take for granted the thoughts and opinions of anyone in your classroom. You are all there to learn, and you learn from each other as much as you do any other source. Literature is rather subjective--it can be interpreted differently by different people. I may not see the same things as you do, but we read the same book and still got different results. Why? I am not you. You are not me. Our lives influence how we see things, and therefore we are not objective (unless we must be or choose to be, then this is a different scenario and would perhaps produce the same conclusions; however, this cannot be certain).

You've been given this book and reading assignment to stimulate this sort of discussion. Thinking differently is not a problem. The problem is the intuitive want to find a "right" answer when, in fact, one may not exist.

First of all, I want to say that I am enjoying the art of the book. When I bought my copy at B&N I thought it was neat that the dog was cut-out on the front cover, and that the inside panel was a starry, colorful page with the traditional snippets of reviews laid out nicely. An attractive book is never a bad, thing, although I typically adhere strictly to the adage about judging by covers.

I was struck by the number of the "first" chapter--2. "Two," I thought. "But this is the first chapter..." *shrug* I turned the pages without any trouble. A book is a book is a book, whether the first chapter is "2" or "157" (which is also a chapter in the book because they are all prime numbers).

Before I got very far in the book, I realized that the numeric value of the chapters was growing much quicker than the number of pages. This is usually reversed. Pagination (thankfully NOT in prime numbers, because then I would be really confused...) is not something I pay much attention to unless I'm making notes. Scribbling a phrase or topic I want to remember with a little "p.#" is a habit I've made with the assistance of a large rainbow cube of Post-its. Sometimes I'll write the chapter and page number, but today as I wrote "ch. 31, p.16" I was confused for a millisecond. I guess that's something I'm not used to, that's all.

Oh, more about those perfectly pasted Post-its... (Sidenote: Wow, do I love Post-its.) It's a habit I formed early in my academic reading endeavors. When I didn't want to tote around my notebook with my lit. book, I'd stick a little stack of maybe ten or twenty sticky notes in the back of my book. The best thing about them is that you can put them on the pages as-is, rip them for little tags, use different colors to systematically dialogue what you need to remember...

Okay, so I get a little obsessive about the Post-it thing :-)

But just having little slips of paper handy makes my reading easier (I prefer the sticky paper because if I clumsily drop my book they won't scatter). When it's for class I make lists or reference possible themes... but anymore all I jot down are blogging topics, things of personal interest, and stuff that I think is purely and uniquely stated and worth remembering.

I got to about page 40 before I had to get back to my take-home math test :-/ (This week is mid-term for the rest of my classes, so I don't know how much I'll get to read this week, either! At least I'll be done with my math class this Thursday.)

But I already tore up three Post-its--one green, two pink--and I have two more pink ones stuck to the inside cover decorated with my sloppy script. Off to a good start...

Who's the "we" I'm talking about? Well, I'm working with faculty (specifically Dr. Jerz) to help you learn more about the book you've been assigned to read before coming to Seton Hill in the fall for your first semester at the University.

That's the whole purpose of this blog--helping you. We'll discuss relevant topics and themes within the book, and even take a deeper look at some things just by asking questions.

I'm just getting through the book, myself, so be sure to add your thoughts by clicking "Comment" below any entry. This entire blog is dedicated to YOU, so feel free to give feedback and suggestions.

"To the curious incident of the dog in the nighttime."

"The dog did nothing in the nighttime."

"That was the curious incident," remarked Sherlock Holmes.

...

"...a dog was kept in the stables, and yet, though some one had been in and had fetched out a horse, he had not barked enough to arouse the two lads in the loft. Obviously the midnight visitor was some one whom the dog knew well."

The title of this book, The Curious Incident of the Dog in the Nighttime, actually references a story by Sir Arthur Conan Doyle titled "Silver Blaze."

Christopher references this short story because of his interest in Sherlock Holmes and the logic used in his mysteries. Why Christopher--who sees nothing but the logical in his life--would choose Holmes as a "hero"? Why is the reference to the story important?

Occum's Razor: Entia non sunt multiplicanda praeter necessitatem.
(translation: No more things should be presumed to exist than are absolutely necessary. Literally, however, it means "Entities should not be multiplied beyond necessity.")

Occum's Razor is also referred to as the the principle of parsimony. Someone who is parsimonious is frugal, stingy, economical, tight with the moneybags. A scientist following the principle of parsimony practices economy of explanations, i.e., s/he goes with the simplest of explanations to understand a particular observation.

Found by Googling "Haddon + Curious Incident of the Dog in the Nighttime," source @ www.thesis.mekerr.com.