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Compare 'The Red Room' by H.G.Wells and 'Examination Day' by Henry Slesar examining how the writers create suspense in the stories. You should comment on the author's use of language in the above.

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Introduction

Deepak Chandi Compare 'The Red Room' by H.G.Wells and 'Examination Day' by Henry Slesar examining how the writers create suspense in the stories. You should comment on the author's use of language in the above. 'The Red Room' and 'Examination Day' are very similar stories in very different ways. The main similarity is that they both contain suspense and the main difference is the time period in which they are written and set. 'The Red Room' is set and written in the late 19th Century. Evidence of this is: using language such as 'askance' and 'apoplexy' (although only used once). He writes 'Eight-and-twenty years' rather than writing 28 years, as it would be in modern writing. Wells uses lengthy complex sentences typical of Victorian writing. There is less blood and gore then there would be in modern thrillers. He uses the phrase 'I shall be so much the wiser'. ...read more.

Middle

There are quite a few differences too. These being: the time frames and the way in which suspense is created. In 'The Red Room' Wells builds up suspense in a fairly classic way. He slowly puts the story together and makes the reader want to continue with the story. He does this by building up the suspense very slowly. The long passage of the protagonist found on page 208 and develops over two pages. After this long passage, Wells picks up the pace and begins to create a frantic feeling (page 212). He does this using short, sharp paragraphs containing plenty of punctuation. This punctuation has been placed there purposefully and the result is the reader being given a sense of breathlessness. This indicates someone running around frantically. To help the suspense there is no gory description, little conversation and has been written in the first person so you feel empathy. The ending, as I have already mentioned, the ending is very paradoxical. ...read more.

Conclusion

Jordan first mentioned the subject...the anxious manner of her speech caused her husband to answer sharply.' There are plenty of red herrings within this story. One of the main ones being: 'The government wants to know how smart you are... I get good marks in school... This is different...' This makes readers once again think that the exam is there to pass by getting high marks. This is thought because the protagonist suggests that he can achieve high marks, which would normally mean you pass. From here, the tension is built up consistently and efficiently right up to the ending. There are several points, which suggest how official and important the examination was. Here are examples of this: 'Your classification number is 600-115...the voice was clipped; a brisk official voice...there was a young man wearing an insignia-less tunic, seated at a polished desk...' The ending of this story is very effective. It puts you out of your perplexity and is short and sharp. It tells you why the parents of the protagonist were worried and nothing is left unexplained. ...read more.

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