Language

Test yourself

General Language Use

The language in the play is realistic, reflecting the patterns of speech commonly used in early 21st Century Britain.

Formal vs colloquial

While professionals such as Siobhan and Mrs Gascoyne speak in a more formal manner, the other characters tend to use everyday, colloquial language to communicate with each other.

Taboo language/expletives

One of the most striking features in the play is the use of taboo language and expletives, most often used when adults are surprised or infuriated by Christopher’s behaviour.
These outbursts can often be very humorous, providing a moment of release for an audience (e.g. the Station Policeman’s exclamation of “Shitting fuck” once he realises the train is moving and he is on his way to London).

Taboo language (cont.)

At other times, (e.g. Ed’s threatening “Don’t give me that bollocks you little shit” at the beginning of the fight scene) the effect can be shocking.

Christopher's Language

Christopher’s language is very distinctive. His language is heard in his dialogue, monologues and the passages from his notebook that Siobhan narrates.

Formal language

Christopher's speech has a very formal tone.
Christopher avoids the contractions commonly used in spoken language – Christopher will say “I have” instead of “I’ve” and “I am” instead of “I’m”.

Avoids slang/taboo language

Christopher does not use slang or taboo language, unlike almost every other character in the play.
This may be because, unlike other characters in the play, Christopher expresses his fears and frustrations using non-verbal communications (e.g. rolling on the ground and groaning).

Avoids metaphors and idioms

Christopher avoids using metaphorical or idiomatic language because it “confuses” him when words and phrases do not make literal sense.
In an early scene in Part One, Christopher lists expressions such as “He was the apple of her eye” and “We had a real pig of a day” which he feels have nothing to do with the meanings they have.
Likewise, Christopher avoids using humour, largely because humour often involves puns or a play on words which may not make literal sense.

Factual language

Christopher’s language is very factual. He often communicates in long, compound sentences which list a number of facts together, separated by the conjunction “and”.
Again, the effect is to make his utterances sound strangely formal and lacking in emotion.

1Introduction & Context

1.1Novel & Play

1.1.1Mark Haddon's Novel (2003)

1.1.2Simon Stephens' Adaptions (2012)

1.2Christopher's Autism

1.2.1Christopher's Autism

1.2.2End of Topic Test - Introduction & Context

2Form, Structure & Language

2.1Dramatic Devices

2.1.1Writing About the Text as a Playscript

2.1.2Dramatic Devices

2.2Genre & Structure

2.2.1Genre

2.2.2Structure

2.3Language

2.3.1Language

2.3.2End of Topic Test - Form, Structure & Language

3Text Summary & Analysis

3.1Part One

3.1.1Discovering the Dead Dog & Christopher's Autism

3.1.2The Policeman & Siobhan

3.1.3The Police Station & Ed's Entry

3.1.4Mother's Death & Beginning the Investigation

3.1.5Ed's Frustrations & Revisiting Mrs Alexander

3.1.6Remembering Judy & "Fight" Scene

3.1.7Judy's Letters

3.1.8Ed's Confession

3.1.9End of Topic Test - Part One

3.1.10End of Topic Test - Part One 2

3.2Part Two

3.2.1Preparing to Run Away & Train Station

3.2.2On the Train & Arriving in London

3.2.3On the Tube & Arriving at Judy's House

3.2.4Policeman, Ed Visits & Tensions

3.2.5Back in Swindon & New Beginnings

3.2.6The End & Maths Appendix

3.2.7End of Topic Test - Part Two

3.2.8End of Topic Test - Part Two cont....

4Themes

4.1Themes

4.1.1Independence

4.1.2Parenting

4.1.3Order & Disorder

4.1.4End of Topic Test - Themes

Jump to other topics