AMERICAN CREATIVITY ACADEMY

Grade 12
ENGLISH
IB English SL/HL
Summer Study Pack
The Memory Police

Due Date

14th September 2025

Student’s Name: ................................................................................................

Teacher’s Name: …………………………………………

This pack will prepare you for your grade 12 IB novel, and at the same time, you will receive
an automatic project grade. Moreover, on return to school in September, you will sit a quiz to
assess your understanding of your learning over the summer. This study pack will be your
preparation for the quiz.
This study pack will focus on The Memory Police by Yoko Ogawa.

NOTE: To qualify for your project grade, you must complete all tasks in this pack.
Do NOT use AI – you will receive a zero. Moreover, this is a relatively new novel and AI is
inaccurate most of the time.

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Something to think about..
This packet will be assessed as a project grade for Quarter 1. On return to school in
September, you will sit a quiz to assess your understanding of your learning over the
summer. The packet should be typed and submitted physically on September 14th,
2025.
More importantly, this novel should prompt you to reflect on greater concepts beyond
assessment. Read below what I want to ponder this summer…
The Memory Police (Hisoyaka na kesshō 密やかな結晶) is a thought-provoking dystopian
novel written by Yōko Ogawa in 1994. Set on an unnamed island where memories
disappear, and objects associated with those memories are erased, the story follows a
young writer as she navigates memory loss and the oppressive control of the Memory
Police.
Unlike other political novels, The Memory Police uses haunting, yet magical, concepts to
explore deeper themes of loss, identity, and resistance. Originally published in 1994 and
recently translated into English, this novel is part of Ogawa’s acclaimed body of work
earning major literary awards and recognition in contemporary Japanese literature.
Controlling memory to maintain power is not a new concept whether in literature or
reality. This is known as collective-selective memory, a psychological tool used to erase
or reshape public perceptions, ensuring what people knew, remembered, and acted only
in ways that aligned with the ruling agenda. This manipulation of memory historically
preserved the power of the rulers throughout time and across the globe. In Japanese
history, from the early to mid-1800s, those in power used censorship to shape what
people would know, remember, and believe.
Published just before the 50th anniversary of World War II, Ogawa sparked renewed
discussions about Japan’s role in the war. Especially its failure to fully acknowledge the
atrocities committed by the empire. Japan’s common response has been to attribute
wartime horrors solely to the government and military of the era, painting ordinary
citizens as unwilling participants or deceived by propaganda. This deflection makes it
easier to sidestep collective responsibility by blaming people back then as the problem.
The novel’s Memory Police evoke chilling parallels with fascist regimes and the
persecution of people to echo historical repression.
The Japanese title of the novel roughly translates to secret or quiet crystallization.
Unlike the English title, the original Japanese title does not focus on the oppressors, but
on the hidden process of transformation that happens quietly beneath the surface
whether good or bad. Emphasizing specific individuals or organizations creates a
convenient scapegoat for injustice. It is somewhere to point when asking why it
happens. How many times has brutality been dismissed? How often do institutions focus
on isolated incidents of discrimination to avoid confronting the systemic overhaul
needed to address deep-rooted inequality? The same logic applies to systemic
oppression during times of one-sided war. Blame is deflected, accountability is
fragmented, the powerless are bombarded, and those in positions of power escape
scrutiny.

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The Memory Police reminds us that forgetting, and being made to forget, is a slow,
insidious process. If we fail to recognize and challenge it, we risk letting it transpire
quietly into something permanent. So we must not only ask when will it end, but what
are we allowing to begin?

Part I: Author Study (11 points)

1. Name of Author: Yoko Ogawa
2. Country of Origin: Japan
3. Language(s) of Origin: Japanese
4. Time Period Active: Late 1980s
5. Publication Date: 1994
6. Translated Publication and Translator: translated in 2019 by Stephen Snyder

7. In 2 to 3 sentences per sub-question, summarize the author’s early life. a. When and where
were they born?
Yoko Ogawa was born in the Okayama prefecture, Japan in 1962, she grew up in Japan after
the war, during the time of modernization.

b. What was their family or childhood like?

Ogawa often said, her childhood was deeply influenced by book and especially works by
foreign authors. Her family details were kept private so she would often discuss how books
provided her with a sense of escape and imagination.

c. Any important life events or hardships?

Ogawa has not publicly spoken about personal hardships, but her work often explores themes
of memory and loss, which suggests that she has been through some things not told to the
public eye

d. Where and what did they study? Did their education influence their writing?
Ogawa studies writing and literature at Waseda University in Tokyo. As it was one of Japan’s
more prestigious schools, Ogawa was given the proper training and a foundation in Japanese
and foreign literary traditions, which deeply influenced her writing style and her way of
storytelling.

8. List at least two other major works by this author. For each, include the title, year
published, and a brief 1 sentence description.
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“The Housekeeper and the Professor”- a story, written in 2003 about the bond with a
mathematician with memory problems and his housekeeper.
“Hotel Iris” – a story written in 1996 about a young girl and an older man’s relationship. It’s
a dark story with themes of loneliness and control

Part II: Character Information (14 points) A description has been provided. Find 1
relevant quote (1 point) in the novel and reference it correctly using MLA 9 (1 point).
Character Description Important Quotes
The The story’s protagonist and narrator, “Memories are unreliable.
Writer a young novelist who uses writing to They disappear without
preserve memories. As the novel warning, like smoke in the
unfolds, she becomes increasingly wind”
involved in resisting the Memory
Police, ultimately embodying hope and
resilience.
The R is a middle-aged editor and one of “If we lose our memories,
Editor the few who retains his memories. His we lose ourselves. I cannot
resistance to forgetting challenges the let that happen”
established order and sparks the
Writer’s awakening and rebellion
against the Memory Police.
The Memory Police An authoritarian figure within the “The disappearances are
Officer Memory Police, he enforces the for your own good.
erasure of memories and objects. He Forgetting is the only path
represents the regime’s power, to peace”
control, and the suppression of
individuality.
The A former, elderly ferryman who “Even if the island forgets,
Old serves as a mentor to the Writer. With the heart remembers in its
Man a deep understanding of the own quiet way”
disappearing memories, he offers
guidance and support in her journey
of self-discovery and resistance.
The A central character in the Writer’s “She no longer knew who
Typist story within the story. Her struggle she was, as if her name had
with identity and loss mirrors the been taken from her”

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 Writer’s own experiences, prompting
reflection on memory, existence, and
the possibility of hidden resistance
The Sculptor A gifted sculptor and the Writer’s Her sculptures seemed to
mother, taken by the Memory Police hold on to the vanished
when the Writer was young. Through things, as though stone
her art, she preserves the essence of could defy forgetting”
vanished objects, symbolizing
memory’s resilience and the power of
creative resistance.
The Instructor The man who imprisons the typist in “she belongs to me now, not
the Writer’s story. to her own past”

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Part III: Literary Devices (28 points)
Cite one quote illustrating each literary device. If unfamiliar with a device, research its meaning and effect before choosing. Possible symbols to
look for include disappearing objects, the island, the garden, the ferryman, the boat, mirrors, birds, and the inner room.
Chapter Symbolism (.25) Imagery (.25) Foreshadowing (.25) Irony (.25)
1 Roses symbolize the fragile memory of “Petals scattered like The roses hint at other Flowers are meant to be
the people blood on the snow” things being lost in the a nice symbol, but they
future aren’t
2 The river symbolizes time flow “Water slid away Hints at memory easily
quietly, carrying slipping away
secrets”
3 Ribbons represent personal “Silk unraveled, soft as a The Writer’s sadness Something used to put
attachment to things whisper’ hints at the resistance things together but now
it has no use
4 The ferry symbolizes isolation “The boat creaked Suggests that there’s no The boat should be a
against the shore” escape form of transportation,
but they’re stuck
5 The island symbolizes prison “Mountains loomed, Hints at people never Instead of the island
hemming us in” being able to leave being a free paradise,
it’s a trapping prison
6 Photos symbolize the people’s “Faces blurred until Hints at the loss of Photos meant to keep
memories nothing remained” people’s identity memories, end up losing
them
7 Birds symbolize freedom “Wings vanished mid- Hints at people not being Freedom disappears
flight, leaving silence” able to “fly away” escape from a place that
already has none
8 The novels symbolize imagination and “Pages curled and Suggests that creativity Books, meant to last and
creativity blackened in the fire” is being lost (burned hold knowledge and
away) humanity are being lost
9 The editors body symbolizes resistance “His hands shook, Suggests that he’s a man who has
clutching papers tightly” willing to sacrifice memories is seen as a
himself for the books dangerous person
10 The garden symbolizes natural cycles “Leaves browned Hints at nature itself Growth and life turn

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 turning into dust becoming targeted into loss and death
overnight
11 The old man symbolizes wisdom “Lines on his face Hits that he will be of His knowledge and
depended like maps” help to the Writer wisdom can’t save his
memory
12 The inner room symbolizes secrets and “Walls pressed close, Hints at it becoming a a safe place begins to feel
hidden truth sheltering breath” refuge for the editor like a prison
13 The typewriter symbolizes voice “Keys clacked like Hints at the writer’s use She keeps on writing,
steady rain” of stories to resist the even as the words fade
memory loss
14 Music box symbolizes emotional “A tune lingered even Suggests that emotions A small object hold an
memory after silence” don’t need words to be immense amount of
shown power
15 The ferry schedule symbolizes control “Times were fixed, never Foreshadows more strict a system meant to bring
to be broken” rules to come people together keeps
them trapped
16 The editor’s manuscripts symbolize “Paper trembled under Suggest that the truth Words last longer than
the truth his hands” can’t be taken away force
completely
17 The old ferryman’s boat symbolizes “Boards groaned with Foreshadows his The guide is the one who
passage every push” disappearance became lost
18 The disappearance of perfume “Scents evaporated like Foreshadows how Something meant to
symbolizes relationships breaking ghosts” through memory loss, make people notice you,
relationships will makes you disappear
weaken
19 Mirrors symbolize self-knowledge “Her reflection faded Foreshadows the loss of Something meant to
until she was no one” her identity show you yourself, shows
you nothing
20 Sculptures symbolize preservation “Stone held curves of Suggests that memory Objects still live in the
vanished shells” can possibly survive scultpured
through arts and
creativity

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21 The writer’s illness symbolizes fragility “Her body felt like Foreshadows her The one preserving the
paper ready to tear” eventual demise memory, can’t preserve
herself
22 Snow symbolizes emptiness “White buried every Suggests erasure from Snow is beautiful yet
trace of color” the world empty
23 The typist symbolizes a broken “She forgot her own Hints at the Writers’ loss A fictional character
Identity name” of self imitates the real writer
24 The old man’s death symbolizes the “His eyes closed like Suggests the doors of Even the wisest of men
loss of wisdom doors shutting forever” wisdom will never be will eventually forget
opened themselves
25 The hidden room symbolizes rebellion “Each sound outside Foreshadows the a place of safety
made the walls shake” collapse and discovery of becoming unsafe
memories
26 Silence symbolizes oppression “Air grew heavy with Suggests the loss of all Silence should be
nothing” memories creeping peaceful but instead feels
closer violent
27 The writer’s dream symbolizes her “Strange shapes drifted Suggests she is Dreams become clearer
subconscious memory through her sleep” constantly trying to than reality
resist rejection
28 The final disappearance means “Everything dissolved Foreshadows how The police finally
memory is completely lost now into nothingness” everything will be gone achieve complete control
as time goes on but at the loss of all
meaning in life

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Part IV: Comprehension Questions (18 points)
Complete each question in 6 to 8 sentences. Use at least 1 piece of evidence for every
question.

1. Where and when is the novel set? Provide evidence of your thinking.

The story is set on an island of no name, isolated from the rest of the world. The time
period was never stated, which gives the story a timeless quality. However, the
atmosphere hints at a dystopian future where memory is under control of the
government. The author describes things, like ribbons or roses disappearing. The things
vanish from people’s lives and minds. “Things disappeared one after the other, and
when they did, everyone forgot.” This process makes the setting seem like something not
in our normal world.

2. Choose a character and explain how the loss of memories affects the character’s sense
of self?

The Writer struggles with her identity throughout the story as her memories disappear.
She uses her writing as a way to keep herself “sane” and have meaning in her life
because without her memory, her life falls apart. The Writer questions her purpose.
“Words themselves seemed to fade, leaving only silence”. This shows and proves that
the loss of her memory also means the loss of her purpose.

3. In what ways do the Memory Police maintain control over the island's inhabitants?

The memory police control the inhabitants of the island by controlling their memories.
The police would punish anyone who tried to hide objects. The police burned photos
and when people tried saving them, they were arrested. This shows how the memory
police used fear to control the civilians of the island.

4. What role do art and creativity play in the face of oppression?

Art and creativity play as some form of resistance and remembrance against the
memory polices rule. The Writers writing serves as an attempt to preserve meaning in
the world she lives in. her novel, the one she writes to keep save her memory, mirrors
her struggle against the memory loss. “Even as words slipped away, I tried to hold onto
them, to put them down on a paper.” Her persistence in her writing shows how
creativity is a way of holding onto humanity when everything else is being taken away.

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 5. What is magical realism, and how is it expressed in the novel?

Magical realism is a literary style where magical or fantastical elements are shown as
ordinary parts of reality. In The Memory Police, this is shown through the
disappearances, which are plainly accepted by the people without any explanation. For
example, when roses began to vanish, the townspeople merely destroyed their gardens
and moved on, as if this thing was normal and happened often. The surreal blend of
reality and the impossible creates some form of dreamy and unexplainable tone. Unlike
traditional fantasy, these disappearances are never questioned and treated at a normal
part of life. This makes these events feel scarily real, which adds to the haunting tone of
this story.

6. Draw a parallel between the plot of the novel and a historical event not mentioned on
the first page. How do the events in the novel echo this moment in history?

The story parallels the cultural erasures that occurred during the cultural revolution in
China that began in 1966. During this time, books, art and traditions were destroyed to
align society with the ideology of the ruling powers. People who resisted were punished,
just like in our novel. For example, the Writers urgent need to hide her editor reflects
how families in China would hide their books or protected loved ones from the higher
powers. Both situations reveal how power controls the people by rewriting or erasing
memories and creativity.

Part V: Extended Response (20 points)

Choose one topic from the list below and write a focused analysis of no more than 800
words. Your essay must follow proper MLA format. Topics to choose from: the scene of
disappearing objects, the writer’s hidden room, the writer’s transformation, or the use
and impact of magical realism. You must include at least 2 pieces of evidence from the
novel. Insert a screenshot of the word count.
Criterion Poor (1 Point) Fair (3 Points) Excellent (5 Points)

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Task The introduction and thesis are The introduction and thesis are The introduction is engaging, and
unclear or missing. Body adequate but may lack clarity or the thesis is clear and focused.
paragraphs lack organization, engagement. Body paragraphs Body paragraphs are well-
topic sentences, and relevant are generally organized with organized with strong topic
evidence. The conclusion is some relevant evidence, though sentences and relevant evidence
ineffective or missing. Little connections may be unclear. The that supports analysis. The
organization is apparent in the conclusion summarizes main conclusion effectively wraps up
presentation of ideas. No ideas but lacks a strong closing. the main points. The presentation
discernible focus is apparent in The presentation of ideas is of ideas is effectively organized
the response. adequately organized in a and coherent. The response is
generally coherent manner. well focused.
There is some focus in the
response.
Understanding The response demonstrates little The response demonstrates an The response demonstrates a
and understanding of the literal understanding of the literal thorough and perceptive
Interpretation meaning of the work. References meaning of the work. There is a understanding of the literal
to the work are infrequent or are satisfactory interpretation of meaning of the work. There is a
rarely appropriate. some implications of the work. convincing and insightful
General references to the text are interpretation of larger
relevant and support the implications and subtleties of the
candidate’s ideas. work. General references to the
text are well-chosen and
effectively support the
candidate’s ideas.

Analysis and The response is descriptive The response demonstrates a The response demonstrates an
Evaluation and/or demonstrates little generally appropriate analysis of insightful and convincing analysis
relevant analysis of the works the works features and/or of the works features and/or
features and/or authorial choices. authorial choices authorial choices. There is a very
good evaluation of how such
features and/or choices shape
meaning.

Mechanics and Frequent grammar and spelling Minor grammar and spelling Grammar and spelling are
Language errors affect readability. errors are present. virtually error-free.

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 Dimension Level 1 = 1 point Level 2 = 2 points Level 3 = 3 points Level 4 = 4 points
Task and  introduction/  introduction  introduction  introduction
content conclusion missing including thesis including thesis including thesis
statement / statement statement /
conclusion unclear /conclusion adequate conclusion effective
 selection and  selection, sequencing  effective selection
organisation of and organisation of and organisation of
subject matter to relevant subject relevant subject
support opinions and matter to support matter to support
perspectives opinions and opinions and
perspectives perspectives

Organization  grammar and  use of some cohesive  use of cohesive  effective use of
language structures devices to connect devices to link ideas cohesive devices to
impede meaning parts of texts and connect parts of develop and
 some connections  Use of some PEEL text maintain ideas and
between parts of paragraphing  adequate use of PEEL connect parts of
texts  use of vocabulary that paragraphing texts
 use of vocabulary that varies in suitability  use of suitable  effective use of PEEL
distracts from the vocabulary for the paragraphing
purpose purpose  effective use of a
range of apt
vocabulary for the
purpose

Mechanics  Limited control of  inconsistent control  adequate control of  effective control of

(including standard writing of standard writing standard writing standard writing
Correct conventions, such conventions, such conventions, such conventions, such
Spelling and as spelling, as spelling, as spelling, as spelling,
Punctuation) capitalization, capitalization, capitalization, capitalization,
punctuation and punctuation punctuation punctuation
grammar  inconsistency in the  use of a range of  effective control of
use of grammar and mostly a range of
language structures grammatically grammatically
accurate language accurate language
structures for the structures for the
specific purpose and specific purpose and
effect, including effect, including
clauses and clauses and
sentences sentences

Analysis,  very limited or no  little analysis of  sound analysis of  effective analysis of

Synthesis and identification of reasons and issues reasons and issues reasons and issues
Evaluation of reasons and issues identified related to the related to the
the Concepts with little or no  little synthesis and argument argument
Related to the explanation evaluation of  satisfactory synthesis  good synthesis and
Topic  very limited or no arguments and evaluation of evaluation of
synthesis and arguments arguments
evaluation of
arguments

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OVERALL MARK: out of 20 points

TEACHER COMMENTS:
 1 point 2 points 3 points

Point  The topic sentence suggests a • The topic sentence states a key • The topic s
point point clear focus
point

Evidence  The references/quotation used  The references/quotation used  The referen

from the text alludes to the from the text makes a direct used from
suggested point connection to the key point direct refle
main point

Explain  The explanation of the point lacks  The explanation of the point is  The explan
detail focused point is dir
 Descriptive and or/demonstrates  The essay demonstrates a  An imagina
little relevant analysis of textual generally appropriate analysis convincing
features or the writer’s broader and evaluation of textual evaluation o
choices in relation to the chosen features and/or the writer’s features and
topic broader choices in relation to broader cho
the chosen topic, sometimes to the chose
imaginative

Mechanics  Three or more errors in standard  One or two errors in standard  Zero error
(including writing conventions, such as writing conventions, such as writing con
Grammar, spelling, capitalization, spelling, capitalization, as spelling,
Spelling, and punctuation punctuation punctuatio
Punctuation)
 Language structures are simple  Control of a range of mostly  Combinati
and MLA
and lack variety for the specific grammatically accurate grammatic
structure
purpose and effect, including language structures for the language st
clauses and sentences (3 or more specific purpose and effect, the specific
errors) including clauses and effect, inclu
sentences (1-2 errors) and senten

Link  Link attempted back to the main  Link back to the main point  Link back
point or the following paragraph. or the following paragraph is point or th
clear paragraph
related

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