Tiffany Stoddard
English 378 Concept/Vocabulary Analysis of Ender’s Game
Organizational Patterns:
Chapters: There are 15 chapters that increase in length as the book goes on from
under ten pages to over 40 pages. However, frequent section breaks make the chapters
go faster. There are also conversations at the beginning of each chapter between the
adults heading the training program that give added irony and context to each chapter.
Framing Devices: Battles, both in and outside the battleroom.
Description: Since this is a science fiction/military strategy based book, a lot of
the descriptions are of things the students are unfamiliar with, but the author keeps the
language plain and interesting.
Dialogue: There are frequent passages of extended dialogue. The dialogue
includes both plot developments and deeper emotional and philosophical connections.
Style: Card has a very readable style. He engages the reader quickly and
maintains attention through constant conflict.
Literary Study Issues:
Themes: Card himself discourages the study of his book in terms of “themes;” He
believes that the study of most literature, and his book in particular, as having a specific
one and only “meaning” is counter productive. Card suggests teaching his book through
asking discussion questions that get students thinking rather than trying to make them
find evidence for a certain theme. Still, possible themes may include learning, violence,
prejudice, genius, bullying, leadership, overcoming our surroundings, friendship, games,
adult/child relations, geno/xenocide, madness, and death are all possible themes.
Characterization: The main character Ender is extremely complex, and he is also a
dynamic character. Students witness how Ender both remains the same and undergoes
various changes and growth periods during the book. We are able to witness how Ender
decides, learns, observes, and evaluates in various environments. He is a well-liked
character, and yet he does some very disturbing things.
Setting: Most of the action takes place in the space station like “Battle School”
and the asteroid “Eros.” Some students might be initially turned off by the science fiction
feel of the book, but the characters, plot, and style usually surprise them into enjoying the
book.
Foreshadowing: Ender ends several threats in a final, fatal manner. Twice he
deals with bullies who will not leave him alone by unintentionally killing them. These
events are a major foreshadowing of his final act of xenocide. His fantasy game play
likewise foreshadows the eventual manner of his redemption.
Chronological organization: The chronology is strait forward with no major
flashbacks.
Point of View: The author writes in limited omniscient third person with most of
the book presented through Ender’s eyes. The chapter openers are told from the point of
view of Graff and Anderson, and a middle section is told through the eyes of Ender’s
sister Valentine.
Irony: The most glaring irony in the text is Ender’s lack of knowledge of the true
nature of his endgame, and the alien threat revealing itself to be peaceful, but only when
it is too late.
Affective issues: Many students will be able to relate to the bullying aspects of the novel,
or at least to feeling undervalued because of age or size. The element of computer games
could also help catch the interest of students who enjoy video games. Many girls will be
able to relate to Petra, a girl trying to make it in a world of boys. Guilt is a major element
of the end of the book, and a topic that many students could relate to.
Vocabulary issues: Card introduces several new terms, including new slang, and uses a
high quantity of technical and science fiction vocabulary. He helps make this vocabulary
accessible through context, explanation, and examples which he provides.
Major concepts: Technically the book has about a seventh grade reading level on the
Raygor scale, concepts of death, violence, betrayal, and social responsibility might be
better suited to older students (perhaps eighth grade).
Background knowledge: Some background knowledge of the basics of warfare strategy
could be helpful. Background knowledge in how gravity and the relativity could be
helpful as well. Sci-fi itself can also be a challenging genre for the uninitiated. That
being said, Ender’s Game has a standing reputation as a sci-fi novel that even those who
are not sci-fi fan enjoy.
Students with diversity issues: Ender is American, but he has a truly international group
of comrades, including a Muslim friend (though it is never explicitly stated). There are
sections where students take not of physical characteristics and use them in a teasing or
bullying context. For ESL students the normal challenges of decoding a text may be
compounded by the sci-fi vocabulary and situations. On the other hand, perhaps
environment of the book, being foreign to all, will help them feel more on level ground.
For Special Ed students, the straight forward chronology and description may be helpful,
but they may have trouble since the actual events are so far removed from their familiar
surroundings. However, all students with diversity issues may be able to relate to the
sense of uniqueness and isolation that Ender experiences. The foreign school
environment might also be a useful connection to make.
Gender issues: The book is overwhelmingly masculine. However, there are two strong
female characters, but both of them must deal with male persecution. Both boys and girls
are shown as capable and intelligent.
For students: I want students to remember how excited they were to read and find out
about a character. I want them to explore expectation vs. reality and blame vs.
responsibility.
Central Question: How do we react to those who challenge us or are different from us?
Research issues/Projects: There is an easy tie in with other large scale wars, as well as
well known military leaders of history. A student could research and compare and
contrast Ender with Alexander the Great or General Grant for example. Students could
also explore the issue of prejudice and persecution and the concept of other. The
Holocaust or Rwandan genocides could be compared.
Specifically, students will have a choice between two end projects. Both will be a
multimedia presentation (10 minute presentations). Students will need to create a visual
aid that represents their main idea and supporting details, a discussion question, a web
link, and a video clip or audio clip (students will be given research time and aide, specific
video or audio suggestions will be supplied for each topic). Students will receive specific
instruction on presentation and research skills.
Leadership
Genocide
Compare Ender with another military or
Compare the Xenocide of the
political leader in history. Pick one or two
Buggers with a real world example
characteristics or aspects to focus on in
of Genocide. Pick one or two
more depth.
Elements to go into in more depth.
Possible leaders:
Possible Genocides:
Ceasar
Rwanda
President
Holocaust
Hitler
Cultural Revolution (China)
Lee/Grant
Native Americans
Abraham Lincoln
Alexander the Great
King Arthur
The point of the presentations is to foster text-world connections, and to allow the
students to do research and presentations on a topic that interests them and to teach them
strategies for transferring that interest and learning to their fellow classmates.
Informational texts: Books on military strategy and leadership. Scientific concept books
(especially those involving possible alien life, gravity, the space program, and relativity).
Personal combat informational texts might also be of interest.