An Introduction to Dystopian Fiction by Shelby Ostergaard 2017

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Someone Might Be Watching — An Introduction to Dystopian Fiction By Shelby Ostergaard 2017

Dystopian stories are commonplace in our society today. In this informational text, Shelby Ostergaard discusses the characteristics of dystopian fiction and how the genre comments on society. As you read, take notes on themes commonly found in dystopian fiction.

[1] Walking through carnivals, we love to laugh at the versions of ourselves that appear in the funhouse mirror. We delight in taking selfies with filters that artificially bulge out our noses or shrink our mouths. But sometimes these distortions1 take on a deeper meaning and force us to notice things about ourselves. You don’t notice that your nose is a little large until you take a picture with that filter and compare. The version of yourself in the mirror shows you things about yourself.

Dystopias are usually constructed through this "One Nation Under CCTV" by Tom Blackwell is licensed under CC type of magnification. But the subject matter BY-NC 2.0. goes far deeper than noses and lips. Authors take troubling aspects of their own society and imagine a world where they are taken to the extreme. The 21st century tendency to over-document through the use of technology becomes a compulsion2 acted out through a literal recording of our memories. An invasive state becomes one that criminalizes thoughts. A love of reality television and a saturation3 of violence becomes a society where teens are forced to fight to the death for entertainment. Because of how they are constructed, dystopias are often seen as a desperate warning sign. The truth is, dystopian fiction presents a funhouse mirror of our collective selves. It forces the audience to stare, transfixed,4 at the small flaws which, in the mirror, have become pronounced enough to produce a monster.

HISTORY OF DYSTOPIAS

The term dystopia stems from another word: utopia. The English word utopia comes from the Greek “ou-” (οὐ) meaning “not” and “topos” (τόπος) meaning “place.” It translates literally to ‘no place’, or nowhere. Thomas More coined the term in 1516 when he published a book that described a perfect fictional island society. He titled the book Utopia to emphasize that he was describing a made-up place that he considered perfect. The perfection that More, and other philosophers who wrote about utopias, imagined was never intended to be real. Philosophers from More to Plato understood that the perfection they wrote about did not exist in reality, it was ‘no place.’

1. Distort (verb): to twist something out of its original shape, form, or meaning 2. Compulsion (noun): an irresistible urge to behave in a certain way 3. Saturate (verb): to fill up completely with something 4. Transfix (verb): to make someone motionless with awe or terror 1 If you think of dystopian literature as holding up a funhouse mirror to society, you can also think of utopian literature as retouching a photo of society. The overly perfected image is less concerned with reality than with showing us an unobtainable perfection.

[5] But, by the 1900s, for the first time in human history, perfection like that seemed possible for society. Technological advances had spurred on the industrial revolution. Philosophers and politicians saw this automation5 and, for the first time, a vision of a world without difficult, toiling, physical labor seemed not only possible, but likely. Economic theories envisioned a world without staggering class inequality or crippling poverty. At the turn of the century, the predominant view was that humanity constantly progressed. History was seen as one long forward march that would lead, inevitably, to perfection. However, throughout the 1900s, no matter how much humanity progressed, perfection was never achieved. The promises of technology and sociopolitical6 theory only resulted in war, poverty, famine, and chaos.

As the century progressed, authors began to question the idea that societies should be attempting perfection at all by writing dystopian fiction. Dystopia stems from two Greek words that translate to ‘bad place.’ It describes a fictional setting that the author finds horrifying. But, unlike other genres, dystopias prod the audience into examining contemporary political and social structures. Dystopian authors argued that the pursuit of perfection will inevitably lead not to ‘no place’ but to a ‘bad place’, because of flaws within the system. And they made it their business to use fiction to hold up funhouse mirrors to magnify those flaws and force discussion about them.

COMMON THEMES AND STYLISTIC CHOICES

Since two of the most famous dystopian novels, Nineteen Eighty-Four and Brave New World, first gripped the world, their themes have been successfully reproduced in other wildly successful dystopias, like The Handmaid's Tale and The Hunger Games. The success of TV shows like Black Mirror and video games like BioShock reflect our continued fascination with the worst paths our society could take. Both famous and lesser known dystopian works of art have common themes and stylistic choices.

George Orwell’s Nineteen Eighty-Four is arguably the best known dystopian novel. It was written in 1949 as a description of what the year 1984 could look like if totalitarianism7 were allowed to continue. Orwell describes a province of Oceania (formerly known as Great Britain) as an industrialized wasteland, dirty and rigidly controlled by a political regime known as the Party. He magnifies disturbing trends he saw in his own time, like surveillance,8 government control, and industrialization9 to show how negative they were. Despite the promise that people in his own time saw, Orwell pointed out the flaws these ideas had. Nineteen Eighty-Four, and other dystopias that examine surveillance, magnify how people act differently when someone is watching. As technology allows for the constant possibility that someone might always be watching you — whether it’s the government, your friends, or your family — and that you might act differently in response to this. If it is possible to be under surveillance at any time, people act as if they are always under surveillance. Dystopias often magnify this idea to show how surveillance erodes freedom.

5. the use of machines and automatic equipment in a production process 6. Sociopolitical (adjective): relating to the combination or interaction of social and political factors 7. absolute and total control by the state 8. Surveillance (noun): the careful and continuous watching of a person or group 9. Industrialization (noun): the process by which the economy of a region shifts away from agriculture and toward manufacturing 2 Another common theme in dystopian fiction revolves around the downside of human intervention in health and genetics. Throughout the entirety of history, humans have suffered from illness and poor health. Sometimes this occurs in huge bursts, such as the Spanish Influenza in 1918, which killed more people than WWI. More often it is a simple result of aging. However, scientists now believe that the first person who will live to 150 has already been born and that the eradication10 of diseases like cancer and influenza are within our reach. In addition, genetic research offers the possibility of eliminating killers like heart disease and chronic diseases like asthma. Aldous Huxley’s Brave New World and the 1997 movie Gattaca explore the possibilities of this type of progress. Both examine themes around what happens to humanity when too many natural obstacles are removed, or when genetic engineering can eliminate flaws. Brave New World, and other dystopias that examine health and genetics, magnify what happens when humans don’t face natural problems and when differences in genetics are treated as differences in destiny.

[10] Dystopian literature also often chooses to magnify the perils11 of misinformation. Characters in dystopias are often told incorrect information about history by their governments or their society. For example, most of the characters in The Hunger Games have an incorrect understanding of what life in the other Districts is like. Characters in dystopias are often given incorrect information and isolated from anyone they could confirm or discuss the information with. People in our world are also often given poor information and are too isolated to investigate the information. Dystopian literature highlights why this is a problem. Because of the information they are given, characters in dystopias act differently. They can be convinced to hate people they have things in common with or to be happy with the meager life they have because they are convinced it is far better than what existed in the past. In dystopian literature, misinformation helps to keep inefficient and unfair systems in place because characters are convinced that they are efficient and fair.

A final theme in dystopian literature is lack of individuality. One of the most striking images from The Handmaid’s Tale is the dress code. Women are forced to wear outfits that correspond to their social status, and no one is given any choice. In some dystopias, the lack of choice is enforced by the government. In others, it is enforced by friends and social codes or enforced through a corporation, like in the 2008 movie Wall-E. Authors of dystopias who imagine a world without individuality are concerned with the idea that the wisdom of the crowd can stifle the wisdom of the individual. Authors often choose to magnify this trait by emphasizing lack of choice in simple items, like clothing, food, or toothpaste. This showcases lack of choice and individuality in larger areas, like family structure or careers.

Dystopias tend to have common themes and styles because they reflect the society that we live in. Surveillance is frequently a theme in dystopian literature because we are continually worried about it. The dark side of too much health and genetics research is a common theme because technology furthers the possibilities of genetics and health research every day. Misinformation, totalitarianism, and lack of individuality are all problems that exist in the world that authors are writing in. Dystopias are the dark side of our dreams. There are common themes and stylistic choices because all of the distorted mirrors that authors are holding up are trying to show us the same things. They are trying to give us the same warnings — what the world might look like if we take our quest for perfection too far.

10. Eradicate (verb): to remove or destroy completely 11. Peril (noun): serious and immediate danger 3 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which of the following identifies the author’s main claim in the text? A. Dystopian fiction exaggerates existing problems in our reality to show readers what could happen if society continues down a certain path. B. Both utopian and dystopian fiction are used to warn readers about the risks of attempting to alter a society in any way. C. While dystopian fiction is entertaining to read, it doesn’t reflect realistic concerns with our current society, or a possible future society. D. Both Utopian and dystopian fiction are used to distort reality to the point in which it is no longer recognizable or realistic.

2. PART B: Which detail from the text best supports the answer to Part A? A. “Walking through carnivals, we love to laugh at the versions of ourselves that appear in the funhouse mirror.” (Paragraph 1) B. “The perfection that More, and other philosophers who wrote about utopias, imagined was never intended to be real.” (Paragraph 3) C. “Dystopian authors argued that the pursuit of perfection will inevitably lead not to ‘no place’ but to a ‘bad place’, because of flaws within the system.” (Paragraph 6) D. “Women are forced to wear outfits that correspond to their class, and no one is given any choice. In some dystopias, the lack of choice is enforced by the government.” (Paragraph 11)

3. How does the author’s discussion of George Orwell’s Nineteen Eighty-Four contribute to the text (Paragraph 8)? A. It proves how unrealistically dystopian fiction portrays social and political issues. B. It gives examples of how dystopian fiction is based on what the author observed in reality. C. It shows how our society can avoid becoming the world depicted in Nineteen Eighty-Four. D. It stresses how inevitable it is for our society to become the society depicted in Nineteen Eighty-Four.

4 4. How does the description of the 1900s in paragraphs 5-6 help us understand the qualities of dystopian literature?

5. How does the author use the analogy of “funhouse mirrors” to help readers understand dystopian fiction?

5 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. Have you ever read a dystopian novel, or seen a dystopian film? What about the book or film made it a form of dystopian fiction? How did it affect you and your perception of society?

2. In the context of this text, how does dystopian fiction present the power of fear? How could dystopian or utopian fiction be used to manipulate readers?

3. In the context of the text, what will the future look like? Are either dystopian or utopian texts realistic possibilities for the future? Why or why not?

4. In the context of the text, what are the costs and benefits of technology? Why do you think dystopian fiction focuses on the costs of technology? Do the costs of technology outweigh the benefits?

5. In the context of the text, can we control our fate? Do you think authors of dystopian fiction believe that their writing has the ability to change the course of human progress? How does dystopian fiction impact the future?

6 Name: Class:

Examination Day By Henry Slesar 1958

Henry Slesar (1927-2002) was an American author and playwright. He’s known for his use of irony and unexpected endings. In this shot science fiction story, a boy is required by the government to take an intelligence exam once he turns 12. As you read, take notes on how the parents describe and react to the upcoming exam.

[1] The Jordans never spoke of the exam, not until their son, Dickie, was twelve years old. It was on his birthday that Mrs. Jordan first mentioned the subject in his presence, and the anxious manner of her speech caused her husband to answer sharply.

“Forget about it,” he said. “He’ll do all right.”

They were at breakfast table, and the boy looked up from his plate curiously. He was an alert-eyed youngster with flat blond hair and a quick, "untitled" by Phil Hearing is licensed under CC0 nervous manner. He didn’t understand what the sudden tension was about, but he did know that today was his birthday, and he wanted harmony above all. Somewhere in the little apartment there were wrapped, beribboned packages waiting to be opened, and in the tiny wall-kitchen something warm and sweet was being prepared in the automatic stove. He wanted the day to be happy, and the moistness of his mother’s eyes, the scowl on his father’s face, spoiled the mood of fluttering expectation with which he had greeted the morning.

“What exam?” he asked.

[5] His mother looked at the tablecloth. “It’s just a sort of Government Intelligence test they give children at the age of twelve. You’ll be taking it next week. It’s nothing to worry about.”

“You mean a test like in school?”

“Something like that,” his father said, getting up from the table. “Go and read your comics, Dickie.” The boy rose and wandered towards that part of the living room which had been “his” corner since infancy. He fingered the topmost comic of the stack, but seemed uninterested in the colorful squares of fast- paced action. He wandered towards the window, and peered gloomily at the veil of mist that shrouded1 the glass.

“Why did it have to rain today?” he said. “Why couldn’t it rain tomorrow?”

1. Shroud (verb): to cover so as to hide from view 1 His father, now slumped into an armchair with the Government newspaper rattled the sheets in vexation.2 “Because it just did, that’s all. Rain makes the grass grow.”

[10] “Why, Dad?”

“Because it does, that’s all.”

Dickie puckered his brow. “What makes it green, though? The grass?”

“Nobody knows,” his father snapped, then immediately regretted his abruptness. Later in the day, it was birthday time again. His mother beamed as she handed over the gaily-colored3 packages, and even his father managed a grin and a rumple-of-the-hair. He kissed his mother and shook hands gravely with his father. Then the birthday cake was brought forth, and the ceremonies concluded.

An hour later, seated by the window, he watched the sun force its way between the clouds.

[15] “Dad,” he said, “how far away is the sun?”

“Five thousand miles,” his father said.

Dickie sat at the breakfast table and again saw moisture in his mother’s eyes. He didn’t connect her tears with the exam until his father suddenly brought the subject to light again.

“Well, Dickie,” he said, with a manly frown, “you’ve got an appointment today.”

“I know Dad. I hope –”

[20] “Now, it’s nothing to worry about. Thousands of children take this test every day. The Government wants to know how smart you are, Dickie. That’s all there is to it.”

“I get good marks in school,” he said hesitantly.

“This is different. This is a - special kind of test. They give you this stuff to drink, you see, and then you go into a room where there’s a sort of machine – “

“What stuff to drink?” Dickie said.

“It’s nothing. It tastes like peppermint. It’s just to make sure you answer the questions truthfully. Not that the Government thinks you won’t tell the truth, but it makes sure.” Dickie’s face showed puzzlement, and a touch of fright. He looked at his mother, and she composed her face into a misty smile.

[25] “Everything will be all right,” she said.

“Of course, it will,” his father agreed. “You’re a good boy, Dickie; you’ll make out fine. Then we’ll come home and celebrate. All right?”

2. Vexation (noun): the state of being annoyed, frustrated, or worried 3. bright or cheerful in appearance 2 “Yes sir,” Dickie said.

They entered the Government Educational Building fifteen minutes before the appointed hour. They crossed the marble floors of the great pillared lobby, passed beneath an archway and entered an automatic lift4 that brought them to the fourth floor. There was a young man wearing an insignia-less5 tunic, seated at a polished desk in front of Room 404. He held a clipboard in his hand, and he checked the list down to the Js and permitted the Jordans to enter.

The room was as cold and official as a courtroom, with long benches flanking metal tables. There were several fathers and sons already there, and a thin-lipped woman with cropped black hair was passing out sheets of paper.

[30] Mr. Jordan filled out the form, and returned it to the clerk. Then he told Dickie: “It won’t be long now. When they call your name, you just go through the doorway at the end of the room.” He indicated the portal with his finger.

A concealed loudspeaker crackled and called off the first name. Dickie saw a boy leave his father’s side reluctantly and walk slowly towards the door.

At five minutes to eleven, they called the name of Jordan.

“Good luck, son,” his father said, without looking at him. “I’ll call for you when the test is over.”

Dickie walked to the door and turned the knob. The room inside was dim, and he could barely make out the features of the grey-tunicked attendant who greeted him.

[35] “Sit down,” the man said softly. He indicated a high stool beside his desk. “Your name’s Richard Jordan?”

“Yes, sir.”

“Your classification number is 600-115. Drink this, Richard.”

He lifted a plastic cup from the desk and handed it to the boy. The liquid inside had the consistency of buttermilk, tasted only vaguely of the promised peppermint. Dickie downed it, and handed the man the empty cup.

He sat in silence, feeling drowsy, while the man wrote busily on a sheet of paper. Then the attendant looked at his watch, and rose to stand only inches from Dickie’s face. He unclipped a penlike object from the pocket of his tunic, and flashed a tiny light into the boy’s eyes.

[40] “All right,” he said. “Come with me, Richard.”

He led Dickie to the end of the room, where a single wooden armchair faced a multi-dialed computing machine. There was a microphone on the left arm of the chair, and when the boy sat down, he found its pinpoint head conveniently at his mouth.

4. a term for an elevator 5. lacking a symbol or logo 3 “Now just relax, Richard. You’ll be asked some questions, and you think them over carefully. Then give your answers into the microphone. The machine will take care of the rest.”

“Yes, sir.”

“I’ll leave you alone now. Whenever you want to start, just say “ready” into the microphone.”

[45] “Yes, sir.”

The man squeezed his shoulder, and left.

Dickie said, “Ready.”

Lights appeared on the machine, and a mechanism whirred. A voice said: “Complete this sequence. One, four, seven, ten…’

Mr. and Mrs. Jordan were in the living room, not speaking, not even speculating.6

[50] It was almost four o’clock when the telephone rang. The woman tried to reach it first, but her husband was quicker.

“Mr. Jordan?”

The voice was clipped: a brisk, official voice.

“Yes, speaking.”

“This is the Government Educational Service. Your son, Richard M Jordan, Classification 600-115 has completed the Government examination. We regret to inform you that his intelligence quotient7 is above the Government regulation, according to Rule 84 Section 5 of the New Code.”

[55] Across the room, the woman cried out, knowing nothing except the emotion she read on her husband’s face.

“You may specify by telephone,” the voice droned on, “whether you wish his body interred8 by the Government, or would you prefer a private burial place? The fee for Government burial is ten dollars.”

"Examination Day" by Henry Slesar (c) Henry Selsar 1958. Reprinted by permission of the author's estate.

6. Speculate (verb): to form a theory about something without any real evidence 7. a degree or amount of a quality or characteristic 8. to place a corpse in a grave or tomb 4 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which statement best expresses a theme of the short story? A. It’s better to downplay your own intelligence. B. The government has been known to violate people’s rights. C. High intelligence can be viewed as a dangerous thing. D. People have higher expectations for children as they grow up.

2. PART B: Which detail from the text best supports the answer to Part A? A. “They were at breakfast table, and the boy looked up from his plate curiously. He was an alert-eyed youngster with flat blond hair and a quick, nervous manner.” (Paragraph 3) B. “‘Now, it’s nothing to worry about. Thousands of children take this test every day. The Government wants to know how smart you are, Dickie. That’s all there is to it.’” (Paragraph 20) C. “‘Now just relax, Richard. You’ll be asked some questions, and you think them over carefully. Then give your answers into the microphone. The machine will take care of the rest.’” (Paragraph 42) D. “‘We regret to inform you that his intelligence quotient is above the Government regulation, according to Rule 84 Section 5 of the New Code.’” (Paragraph 54)

3. What do the questions Dickie asks his father between paragraphs 6-16 reveal about Dickie’s character? A. They suggest that Dickie doesn’t usually get along with his father. B. They show how curious Dickie is about how the world works. C. They stress that Dickie isn’t as intelligent as he claims. D. They show how much Dickie relies on his father for simple ideas.

4. How does knowledge of the exam affect Dickie’s mom and dad? A. Dickie’s mom becomes anxious and sad, while Dickie’s dad becomes easily irritated. B. Dickie’s mom and dad express doubt that their son is ready for the exam. C. Dickie’s mom and dad stress about preparing their son for the exam. D. Dickie’s mom is not bothered by the exam, while Dickie’s dad is upset about it.

5 5. How does the author use irony to contribute to the story’s meaning? Use details from the story to support your answer.

6 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. In the story, Dickie is killed because his intelligence is considered too high by the government. Why do you think the government wouldn’t want people to be too smart? How might the government’s actions be motivated by fear?

2. What are real-life examples of intelligent people who were feared or not accepted by others? Why do you think this occurred?