Synopsis

he story opens with Ian and his mother watching over Stolly in an intensive care ward. Stolly’s own parents are well-off and neglectful, so Stolly has spent most of his time at Ian’s house. He has fallen from a window, but the question is did he jump, or was he just trying some strange Stolly experiment?

As Ian waits, the story of his relationship with Stolly unfolds through a series of flashbacks. Ian’s devoted parents and Stolly’s preoccupied mother and father visit him, and the novel reaches a climax which touches on the deepest human need for identity and belonging. In return for ‘saving Stolly’s bacon’, Stolly agrees to read Ian’s writing about all the times he had ‘made a difference’ in order to show him that he really matters.

Tales on Moon Lane Group: Really enjoyed it. A funny, philosophical and uplifting book. ‘A fantastic persuasion to stay alive’
Crampton Group: Pass! Mixed responses to the depth of the characters and the success of story line.

Themes

Friendship, loyalty, identity, belonging.

Issues

It is a philosophical book, provoking thinking at a number of different levels.
Teenage suicide, nature Vs. nurture debate, complexity of family relationships, adoption, jealousy.

Structure

Series of short chapters, organised into 3 sections: Stol Laid Out; Stolly Stirring; Stolly Rising.
Weaved into the main story line of Stolly’s recovery in hospital, are a series of flashbacks told from Ian’s point of view. These serve to illuminate the boys’ pasts, allowing the reader to empathise with the characters as they deal with issues related to school, identity (p.88/9 interesting discussion about image) and complex relationships with parents. These flashbacks create the context for what is happening in the present and allow the reader a glimpse into the inner lives of the two boys.

Arguably, the short chapters which dart between past and present create a disjointed opening to the story. However, the brief interludes into different times/experiences reflect reality (brief exchanges; fragmented nature of memory), and served to create a 3-dimensional ‘picture’ of Stolly.

As the novel progresses and Stolly begins to stir, the setting remains increasingly in the present.

Characters

Stolly: Breaks through the conventions of what boys are supposed to be like. He skives off football and talks about his feelings. He revels in his imagination and does not care what people think of him. He is not only the school eccentric, but also the boy to whom others look to express what they themselves dare not say.
Ian: More conformist than Stolly but still sensitive and thoughtful. An adopted child, Ian has benefited from the love and commitment shown him by his parents. However, he struggles himself with jealously and questions whether his parents would prefer a child like Stolly rather than himself.
Stolly’s parents – Esme and Franklin Oliver – almost characatures.
Esme – fashion-photographer, who sees life as a series of pretentious opportunities to dress the part.
Franklin – a barrister obsessed with high-profile cases. Complete reverse to Esme: formal, hates fuss and noise.
Ian’s parents – Mum (Sue) and Dad – the least developed character.
Loving, understanding – arguably too protective of Stolly (p.71 Sue tells Esmee not to bother coming to see Stolly).

Style

Story and character revealed through action, dialogue and Ian’s narrative comment, which provides amusing and insightful observations.
Use of italics, dashes, brackets, colons etc to communicate emphasis and meaning.
Powerful verbs and adverbs reveal character and enhance meaning.
Many sentences begin with Then, But, And – sounds quite like speech.

Application

Importance of being sensitive to the issue of Suicide which is referred to specifically, even though it is inconclusive as to whether Stolly attempted to commit suicide.

The book would appeal to boys (Stolly and Ian are strong, likeable characters which fulfill a male stereotype (making lists, Top 10’s, rules, topics of conversation) while also kicking against it (hating football and acknowledging emotions).

• The book ends with an indication that it won’t be long before the next ‘Stoll Story’. Create the next episode.
• Look more closely at the structure of the novel: Time line?/diagrammatic form. Discuss how and why Anne Fine uses flashbacks – take into own writing.
• Interviews: social services interviewing Esme and Sue on their care of Stolly; Ian as he is deciding whether to ‘save Stolly’s bacon’. This will develop inferential skills, reasoning and justifying opinions with reference to text.
• PSHE: addressing problems; p.88/9 as a basis for discussion on image and acceptance by peers.

Links

Telling Tales series – An Interview with Anne Fine.
www.annefine.co.uk .

Other recommended titles by Anne Fine

Year 3/4:
"Care of Henry".
"Diary of a Killer Cat".
"Bill’s New Frock" (play version available).
"Jennifer’s Diary".

Year 5/6:
"Step by Wicked Step".
"The Tulip Touch".
"Flour Babies".
"Goggle Eyes".