AustLit

This book could be suitable for students in Years 11 and 12, or for university students examining issues of genre, adaptation and gender (for example).

While there are themes that would be engaging for older adolescents, the novel is regarded in the industry as new adult fiction, that is, a novel with a protagonist who is between 18 and 24 years of age. As a result, the novel does contain:

• strong (but not especially graphic) sexual references, including an attempted rape scene and references to incestuous behaviour

• drug references

• coarse language

• strong violence

All of this is contextualised and skillfully integrated, but teachers considering using this story as a set novel should read it carefully to ensure alignment with the school’s community standards. Even if not used as a set text, it could be used as an independent study text.

This might be of special interest if you and your students are exploring:

• the embedding of fantasy into contemporary urban settings

• representations of female characters in fantasy and romance

• developing and maintaining relationships and friendship groupings in young adulthood

• the use of lycanthropy as an extended metaphor, e.g., for the experience of women and negotiating a bi-racial identity

Studied as a stand-alone text, the activities associated with Who's Afraid by Maria Lewis may be especially relevant to Unit 2 and Unit 4 in the English curriculum for senior secondary.

Unit 2

Focus

Students analyse the representation of ideas, attitudes and voices in texts to consider how texts represent the world and human experience.

Sample Content Descriptions

• analysing the ways language features, text structures and stylistic choices shape points of view and influence audiences (ACEEN024)

• analysing how attitude and mood are created. (ACEEN027)

• the impact of language and structural choices on shaping own and others’ perspectives (ACEEN028)

• developing and sustaining voice, tone and style (ACEEN034)

• selecting and applying appropriate textual evidence to support arguments (ACEEN035)

• analysing the values and attitudes expressed in texts (ACEEN038)

• evaluating the effectiveness of texts in representing ideas, attitudes and voices (ACEEN039)

• explaining how and why texts position readers and viewers (ACEEN040)

Unit 4

Focus

Students examine different interpretations and perspectives to develop further their knowledge and analysis of purpose and style.

Sample Content Descriptions

• undertaking close analysis of texts (ACEEN060)

• examining how each text relates to a particular context or contexts (ACEEN061)

• analysing the use of voice and point of view such as in […] narration (ACEEN064)

• the ways points of view and values are represented (ACEEN067)

• the selection of language features that generate empathy […]. (ACEEN068)

• using appropriate language and stylistic features to sustain a personal voice and point of view (ACEEN069)

• synthesising ideas and opinions to develop complex argument (ACEEN071)

• substantiating and justifying their own responses using textual evidence (ACEEN072)

• analysing and evaluating how different attitudes and perspectives underpin texts (ACEEN076)

• questioning the assumptions and values in texts (ACEEN077)

• identifying omissions, inclusions, emphases and marginalisations (ACEEN078)

• discussing and evaluating different readings of texts. (ACEEN079)

The novel could also be used in Unit 3 if compared with another text, for example:

• another fantasy novel, TV show or feature film. Students could compare Who's Afraid to another novel with a strong female protagonist (e.g., Lady Helen and the Dark Days Club by Alison Goodman or Valentine by Jodi McAlister) or with female werewolves (e.g., Teen Wolf or Shadow Hunters).

• Alternatively, it would be interesting to compare it to other books about negotiating cultural and racial identity, such as Alice Pung’s Unpolished Gem or Stan Grant’s Talking to My Country.

In this way, Who's Afraid offers the possibility of covering a number of Unit 3 content descriptions, including:

• analysing language, structural and stylistic choices (ACEEN041)

• explaining how each text conforms to or challenges the conventions of particular genres or modes such as crime fiction, advertising or short films (ACEEN042)

• analysing and evaluating how similar themes, ideas or concepts are treated in different texts. (ACEEN043)

• analysing the techniques and conventions used in different genres, mediums and modes (ACEEN044)

• how expectations of genres have developed and the effect when those expectations are met or not met, extended or subverted (ACEEN048)
• analysing and evaluating how different texts represent similar ideas in different ways (ACEEN057)

• explaining how meaning changes when texts are transformed into a different genre or medium (ACEEN058)

• comparing and evaluating the impact of language conventions used in a variety of texts and genres (ACEEN059)