Day: April 16, 2024

Introduction: “The Conversion of the Jews” by Philip Roth

“The Conversion of the Jews” by Philip Roth first appeared in the markets in the spring of 1958 in the The Paris Review, a literary magazine known for championing innovative short fiction. Later that same year, the story found a permanent home within Roth’s debut collection, Goodbye, Columbus and Five Stories. Marked by Roth’s characteristic wit and a willingness to confront social and religious conventions, “The Conversion of the Jews” established itself as a darkly satirical coming-of-age narrative.

Main Events in “The Conversion of the Jews” by Philip Roth

1. Ozzie’s Intellectual Rebellion: Young Ozzie Freedman disrupts Hebrew school by challenging Rabbi Binder’s teachings on the Virgin Birth and the idea of the Jews as the “Chosen People.” His persistent questions reveal a sharp mind seeking logical answers.
2. Confrontations with Authority: Ozzie’s constant questioning of religious beliefs leads to his mother being called to the school by a frustrated Rabbi Binder. This highlights the tension between Ozzie’s individualistic thinking and the expectations of authority figures.
3. Isolation and Debate: Ozzie’s classmates turn against him, blindly following Rabbi Binder and ostracizing him for his skepticism. He finds limited solace in crude discussions about religion with his friend Itzie.
4. Theological Curiosity Becomes Obsession: Ozzie becomes increasingly fixated on the concept of Jesus and Christianity. He sees it as a potential escape from what he perceives as hypocrisy and blind obedience in his own faith.
5. Heightened Tensions at the Synagogue: Ozzie’s defiance reaches a peak when he climbs on the roof of the synagogue during Hebrew school. He threatens to jump, demanding a discussion with Rabbi Binder to address his unanswered questions.
6. A Bargain for Answers: Firefighters and police gather, but Ozzie agrees to come down only after the Rabbi promises a private conversation. This underlines the desperation for clarity within Ozzie’s questioning mind.
7. An Unrevealed Discussion: The content of Ozzie and the Rabbi’s conversation remains a mystery. This deliberate ambiguity forces the reader to ponder whether Ozzie’s inner conflict has been resolved.
8. Societal Expectations Weigh Heavy: As the crowd below watches Ozzie, his sense of isolation remains. The spectators represent the expectations of the community, highlighting the weight of conformity.
9. The Open-Ended Journey Home: Ozzie walks home alone, without a neatly packaged conclusion to his struggle. The story ends with unresolved questions, emphasizing the ongoing nature of Ozzie’s wrestling with faith, doubt, and the complexities of religion within society.

Literary Devices in “The Conversion of the Jews” by Philip Roth

Literary Device	Description	Example
Allusion	A reference to a historical or literary figure, place, or event.	Ozzie’s questioning of the Virgin Birth alludes to the Christian doctrine.
Anaphora	Repetition of a word or phrase at the beginning of successive clauses.	“Why are we the Chosen People? Why did God pick us?”
Characterization	The development of a character’s personality, traits, and motivations.	Ozzie’s rebellious nature is shown through his constant questioning of religious authority.
Dialogue	Conversation between characters that reveals information and advances the plot.	Ozzie’s debates with Rabbi Binder and Itzie showcase his intellectual struggles.
Hyperbole	Exaggeration for emphasis or effect.	“I swear, Rabbi Binder, if you don’t answer me, I’m going to jump!”
Irony	A contradiction between expectation and reality.	Ozzie seeks religious answers, but the story ends with his doubts unresolved.
Juxtaposition	Placing contrasting ideas or characters side-by-side to create tension.	Ozzie’s skepticism is juxtaposed with the blind faith of his classmates.
Metaphor	A comparison that implies a similarity between two things without using “like” or “as.”	The weight of societal expectations is a metaphor for the crowd watching Ozzie.
Metonymy	Substituting a closely related thing for another thing.	“The synagogue” can represent the entire Jewish faith for Ozzie.
Motif	A recurring theme or idea throughout the story.	Doubt and the search for meaning are central motifs in the story.
Parallelism	Similar grammatical structures used in successive sentences or phrases.	“Why can’t we be Christians? Why can’t I believe in Jesus?”
Personification	Giving human qualities to a non-human thing.	Ozzie might see the synagogue building as a symbol of an unyielding religious system.
Rhetorical Question	A question asked for effect, not expecting an answer.	“Will someone please explain this to me?”
Sarcasm	The use of bitter or cutting remarks that say the opposite of what is meant.	“Sure, Ozzie, next you’ll be telling us Santa Claus is real.” (directed at Ozzie by a classmate)
Simile	A comparison between two things using “like” or “as.”	Ozzie feels as lost as a ship without a rudder in his search for answers.
Symbol	An object, person, or place that represents something else, often an idea or emotion.	The act of climbing on the roof can symbolize Ozzie’s desperate plea for attention to his questions.
Theme	A central message or idea explored in the story.	The struggle between faith and doubt, and the challenges of growing up within a religious tradition are key themes.
Understatement	Downplaying the importance of something.	Ozzie might say, “There are just a few things I’m confused about” regarding his faith.
Zeugma	A figure of speech where a verb applies to two or more nouns but doesn’t fit equally well with both.	Ozzie questioned the teachings and challenged the Rabbi.

Characterization in “The Conversion of the Jews” by Philip Roth

Major Characters:

• Ozzie Freedman:
  • Rebellious and Inquisitive: Ozzie constantly questions Rabbi Binder’s teachings, highlighting his independent thinking. (Ex: “Why are we the Chosen People? Why did God pick us?”)
  • Intellectually Curious: Ozzie’s fascination with Christianity and the concept of conversion stems from his desire for logical explanations. (Ex: “It makes sense, doesn’t it? You get baptized and your sins are forgiven.”)
  • Isolated and Frustrated: Ozzie’s classmates ostracize him for his doubts, leading to a sense of isolation and frustration. (Ex: “Nobody here even cares what I think!”)
• Rabbi Binder:
  • Traditional and Strict: Rabbi Binder adheres rigidly to religious doctrine and becomes frustrated by Ozzie’s challenges. (Ex: “You wouldn’t dare question the Virgin Birth in front of your father!”)
  • Authority Figure: Rabbi Binder represents religious authority that Ozzie feels compelled to confront. (Ex: “Ozzie, come down from there! We can discuss this like civilized people!”)
  • Reluctant to Engage: Rabbi Binder avoids in-depth discussions about faith, highlighting his limitations in addressing Ozzie’s doubts. (Ex: Sigh Very well, Ozzie. We’ll talk about it in my office.)

Minor Characters:

• Mrs. Freedman (Ozzie’s Mother): Supportive but concerned about the pressure Ozzie puts on Rabbi Binder. (Ex: “Ozzie, please don’t make things any harder than they have to be.”)
• Itzie Kashner (Ozzie’s Friend): Engages in immature discussions about religion but offers Ozzie some limited companionship. (Ex: “Yeah, well, maybe Jesus was just some made-up guy.”)
• Firefighters and Police: Represent the external forces brought in to handle Ozzie’s act of defiance. (Ex: “Sir, we need to get him down from there safely.”)

Major Themes in “The Conversion of the Jews” by Philip Roth

1. Doubt and the Search for Meaning: Ozzie’s central struggle is with the tenets of his faith. He questions the concept of the “Chosen People” and the Virgin Birth, highlighting his search for logical explanations within religion. (Ex: “Why are we the Chosen People? Why did God pick us?”) His fascination with Christianity, despite not fully understanding its doctrines, reflects his yearning for a belief system that addresses his doubts. (Ex: “It makes sense, doesn’t it? You get baptized and your sins are forgiven.”)
2. Coming-of-Age and Rebellion: The story explores Ozzie’s transition from childhood to adolescence. His questioning of religious authority reflects a broader rebellion against societal expectations. (Ex: “Nobody here even cares what I think!”) Climbing onto the roof is a desperate act that highlights his frustration with the limitations placed on his intellectual curiosity.
3. The Conflict Between Faith and Reason: Ozzie’s questioning nature clashes with Rabbi Binder’s rigid adherence to tradition. This highlights the tension between blind faith and the desire for logical understanding. (Ex: “You wouldn’t dare question the Virgin Birth in front of your father!”) Rabbi Binder’s reluctance to engage in meaningful discussions about faith suggests the limitations of religious authority in addressing intellectual doubt.
4. The Pressure of Conformity: Ozzie’s classmates ostracize him for his questions, highlighting the pressure to conform within a religious community. (Ex: “Yeah, well, maybe Jesus was just some made-up guy.”) The crowd watching Ozzie at the end symbolizes the weight of societal expectations that he feels compelled to live up to, even as he wrestles with his doubts.

Writing Style in “The Conversion of the Jews” by Philip Roth

• Satire:
• Roth uses satire to highlight the absurdity of religious dogma and societal expectations.
• Example: Ozzie’s mother’s relief upon learning no Jewish names appear on a plane crash list showcases the story’s satirical commentary on religious prejudice.
• Vivid Dialogue: The story comes alive through sharp and witty dialogue that reveals character personalities and motivations.
• Example: “Why can’t we be Christians? Why can’t I believe in Jesus?” Ozzie’s question to Itzie is both humorous and indicative of his confusion.
• Interior Monologue: We get glimpses into Ozzie’s thought process, allowing us to understand his internal struggles.
• Example: “Nobody here even cares what I think! They just want me to memorize and repeat,” reveals Ozzie’s frustration with rote learning in Hebrew school.
• Figurative Language: Roth employs metaphors and similes to enhance descriptions and convey emotions.
• Example: Ozzie feels like a “ship without a rudder” in his search for answers, highlighting his sense of being lost.
• Third-Person Limited Point of View: The story focuses on Ozzie’s perspective, allowing readers to experience the world through his eyes and thoughts.
• Example: We witness Rabbi Binder’s exasperation through Ozzie’s perception: “Rabbi Binder’s face grew redder and redder.”

Literary Theories and Interpretation of “The Conversion of the Jews” by Philip Roth

Literary Theory	Interpretation
Psychoanalytic Theory	Examines the characters’ unconscious desires and motivations. In “The Conversion of the Jews,” this could involve analyzing Ozzie’s rebellion against authority figures and his mother’s overbearing influence.
Marxist Theory	Focuses on the story’s portrayal of social class and power dynamics. One interpretation might explore how Ozzie’s act of rebellion reflects tensions between the working-class Jewish community and authority figures.
Feminist Theory	Analyzes the story’s treatment of gender roles and relationships. This could involve examining Mrs. Freedman’s character and her influence on Ozzie, as well as the portrayal of women in the story.
New Criticism	Emphasizes close reading of the text itself, focusing on literary devices, symbolism, and themes. Interpretations could explore Roth’s use of irony, religious symbolism, and the theme of questioning authority.
Reader-Response Theory	Focuses on the reader’s interpretation and response to the text. Interpretations might vary based on individual readers’ perspectives and experiences, exploring themes of identity, adolescence, and rebellion.
Deconstructionist Theory	Examines how language and meaning are constructed and deconstructed within the text. Interpretations might explore the ambiguity of religious symbols and the destabilization of traditional narrative structures.
Postcolonial Theory	Explores power dynamics and cultural identity. Interpretations could involve analyzing how the Jewish-American experience is portrayed and how it intersects with broader themes of assimilation and cultural conflict.
Postmodern Theory	Focuses on metafiction, intertextuality, and the blurring of boundaries between reality and fiction. Interpretations might explore how Roth challenges traditional narrative forms and engages with Jewish-American identity.

Topics, Questions and Thesis Statements about “The Conversion of the Jews” by Philip Roth

Topics:

• Coming-of-age and religious doubt
• The conflict between faith and reason
• The pressure of conformity within a religious community
• The search for meaning and identity
• The role of education in shaping religious beliefs
• Satirical portrayal of religious dogma

Questions:

• How does Ozzie’s questioning of religious authority reflect his transition into adolescence?
• Does the story offer a clear resolution to Ozzie’s struggle with faith? Why or why not?
• How does Roth use satire to critique societal expectations and religious hypocrisy?
• What is the significance of Ozzie’s choice to consider converting to Christianity?
• How does the story explore the tension between blind faith and the desire for logical understanding?
• What role does dialogue play in revealing the characters’ personalities and motivations?

Thesis Statements:

• Through Ozzie Freedman’s intellectual rebellion, Philip Roth’s “The Conversion of the Jews” explores the universal struggles of growing up and questioning the established religious beliefs of one’s community.
• By employing satire and sharp dialogue, Roth exposes the absurdity of religious dogma and societal pressure to conform, leaving the reader to ponder the true meaning of faith.
• Ozzie’s desperate act of defiance on the roof symbolizes the internal conflict between blind faith and the yearning for a belief system grounded in reason and understanding.
• While “The Conversion of the Jews” offers no easy answers, Ozzie’s journey highlights the importance of questioning religious authority and the ongoing search for meaning in a world filled with uncertainty.

Short Questions/Answers about/on “The Conversion of the Jews” by Philip Roth

• Question: How does Philip Roth employ irony in “The Conversion of the Jews”?
• Answer: Roth utilizes irony to subvert expectations and highlight contradictions. For instance, Ozzie’s attempt to prove the existence of God by threatening to jump from the school roof is ironic because it challenges religious authority using a potentially sacrilegious act. Additionally, the rabbi’s response to Ozzie’s question about the resurrection of the dead—“They keep out of the way!”—ironically undermines the seriousness of religious doctrine, emphasizing the gap between religious teachings and practical application.
• Question: Discuss the theme of rebellion against authority in “The Conversion of the Jews.”
• Answer: Roth explores the theme of rebellion through Ozzie’s defiance of religious and parental authority. For example, Ozzie’s insistence on asking challenging questions during Hebrew school disrupts the status quo and challenges the rabbi’s authority. Furthermore, his confrontation with Rabbi Binder in front of the whole congregation represents a bold act of rebellion against institutionalized religion. Through Ozzie’s actions, Roth critiques blind adherence to authority and encourages questioning and critical thinking.
• Question: How does Philip Roth portray the tension between tradition and modernity in “The Conversion of the Jews”?
• Answer: Roth depicts the clash between tradition and modernity through Ozzie’s struggle to reconcile his Jewish identity with contemporary American life. For instance, Ozzie’s refusal to accept conventional explanations for religious beliefs reflects a modern skepticism toward traditional authority. Additionally, the setting of a suburban Jewish community underscores the tension between maintaining religious traditions and assimilating into mainstream American culture. Ozzie’s rebellious nature and search for personal autonomy symbolize the challenges faced by individuals navigating between tradition and modernity.
• Question: Analyze the significance of the rooftop scene in “The Conversion of the Jews.”
• Answer: The rooftop scene serves as a pivotal moment in the story, symbolizing Ozzie’s defiance and search for truth. By threatening to jump, Ozzie challenges the authority of Rabbi Binder and the religious establishment, demanding genuine answers to his questions. The rooftop becomes a metaphorical space where Ozzie confronts the limitations of religious doctrine and asserts his right to question authority. Furthermore, the scene’s dramatic tension highlights the intensity of Ozzie’s rebellion and his determination to find meaningful answers to existential questions, ultimately shaping his journey toward self-discovery.

Literary Works Similar to “The Conversion of the Jews” by Philip Roth

1. “Goodbye, Columbus” by Philip Roth – Another work by Roth, this novella explores themes of Jewish identity, cultural clashes, and social expectations in 1950s America. Like “The Conversion of the Jews,” it delves into the complexities of assimilation and the tensions between tradition and modernity.
2. Portnoy’s Complaint by Philip Roth – This novel, also by Roth, delves into the psyche of a young Jewish man as he grapples with issues of sexuality, identity, and family expectations. Like “The Conversion of the Jews,” it tackles themes of rebellion against societal norms and the struggle to reconcile personal desires with cultural expectations.
3. The Chosen by Chaim Potok – Set in Brooklyn during the 1940s, this novel follows the friendship between two Jewish boys from different religious backgrounds. It explores themes of tradition, faith, and the complexities of Jewish identity in America, similar to the themes explored in Roth’s work.
4. The Assistant by Bernard Malamud – This novel centers on the relationship between an Italian-American store owner and his Jewish assistant in post-World War II Brooklyn. It delves into themes of religion, morality, and redemption, echoing some of the themes present in “The Conversion of the Jews.”
5. American Pastoral by Philip Roth – In this Pulitzer Prize-winning novel, Roth explores the disintegration of the American Dream through the story of a successful Jewish businessman whose daughter becomes involved in political extremism. Like “The Conversion of the Jews,” it grapples with themes of identity, societal expectations, and the complexities of Jewish-American life.

Suggested Readings about/on “The Conversion of the Jews” by Philip Roth

Literary Criticism and Analysis:

• Weinberger, Theodore. “PHILIP ROTH, FRANZ KAFKA, AND JEWISH WRITING.” Literature and Theology, vol. 7, no. 3, 1993, pp. 248–58. JSTOR, http://www.jstor.org/stable/23924548. Accessed 16 Apr. 2024.
• Gooblar, David. “The Truth Hurts: The Ethics of Philip Roth’s ‘Autobiographical’ Books.” Journal of Modern Literature, vol. 32, no. 1, 2008, pp. 33–53. JSTOR, http://www.jstor.org/stable/25511789. Accessed 16 Apr. 2024.

Websites:

• The Philip Roth Society: https://www.philiprothsociety.org/ (This website provides resources, news, and scholarship related to the author and may offer specific insights about “The Conversion of the Jews”).
• National Endowment for the Humanities (EDSITEment): https://edsitement.neh.gov/ (This educational website might feature lesson plans or discussions concerning the story or relevant themes).

Representative Quotations from “The Conversion of the Jews” by Philip Roth

Quote	Context
“What do you care about Jesus Christ for anyway?”	Ozzie is questioned by Itzie about his interest in Jesus Christ.
“His mother was Mary, and his father probably was Joseph.”	Ozzie explains to Itzie about Jesus’ family according to Rabbi Binder’s teachings.
“That’s what Rabbi Binder says, that it’s impossible.”	Ozzie discusses Rabbi Binder’s stance on the impossibility of a virgin birth, prompting Itzie’s skepticism.
“But making light . . . I mean when you think about it, it’s really something.”	Ozzie reflects on the miracle of creation, particularly the creation of light, questioning why God couldn’t let a woman have a baby without intercourse.
“I thought it over for a solid hour, and now I’m convinced God could do it.”	Ozzie asserts his belief that God could allow a woman to conceive without intercourse, despite Rabbi Binder’s objections.
“Even when his father was alive Ozzie remembered that her eyes had gotten glassy, so it didn’t have anything to do with his dying.”	This quote describes Ozzie’s observation of his mother’s emotional response while lighting the Sabbath candles, highlighting her deep connection to her faith.
“But when she lit candles she looked like something better; like a woman who knew momentarily that God could do anything.”	Ozzie reflects on his mother’s transformation while lighting the Sabbath candles, seeing her as a woman filled with faith and hope in the power of God.

Introduction: “What We Talk About When We Talk About Anne Frank” by Nathan Englander

“What We Talk About When We Talk About Anne Frank” by Nathan Englander was first published in his 2012 short story collection of the same name. This provocative and powerful story draws inspiration from Raymond Carver’s “What We Talk About When We Talk About Love,” exploring themes of Jewish identity, faith, and the enduring legacy of the Holocaust. Englander masterfully uses dark humor and sharp dialogue to expose the complexities of how modern Jewish couples grapple with unimaginable historical trauma and the ever-present fear of its recurrence.

Main Events in “What We Talk About When We Talk About Anne Frank” by Nathan Englander

1. Introduction: The narrator and his wife, Debbie, prepare to host old friends from their yeshiva days.
2. Shoshana and Yerucham Arrive: Formerly known as Lauren and Mark, the visitors have moved to Jerusalem and become ultra-Orthodox.
3. Drinking and Getting High: The two couples drink vodka and share stories while also secretly smoking marijuana.
4. The Holocaust as a Measuring Stick: The couples discuss faith, the Holocaust, and the narrator’s more secular Jewish identity.
5. Tensions Build over Jewishness: Arguments arise about who is a “real Jew” and the depth of connection with the Holocaust.
6. Playing the Anne Frank Game: The story shifts to the hypothetical scenario of hiding Jews in an attic, leading to discussions of who they would save if faced with that choice.
7. Imagining the Worst: The hypothetical game spirals into darker territory, with Shoshana and Yerucham imagining apocalyptic scenarios and antisemitic neighbors.
8. Confessions of Fear and Doubt: Shoshana admits that despite her outward piety, she lives in terror and doubts her faith.
9. Debbie’s Disillusionment: Debbie, who has romanticized survivors, is disappointed that the game didn’t provide the profound insight she’d hoped for.
10. The Hidden Righteous Gentile: In a twist, the narrator reveals that his non-Jewish neighbors would have hidden his family during the Holocaust.
11. Yerucham’s Aggressive Apology: Faced with the kindness of the gentile neighbors, Yerucham offers an awkward, confrontational apology for earlier insults.
12. Awkward Reconciliation: The couples agree to put aside their differences, even though fundamental tensions remain unresolved.
13. The Aftermath: The narrator reflects on how the evening has exposed hidden anxieties and contradictions about faith and identity.
14. Debbie’s Survivor Story: Debbie shares a secondhand story of two survivors reuniting years later, a tale that lacks the grand meaning she sought.
15. Lingering Questions: The story ends on a note of quiet unease, raising more questions about faith and survival than it answers.

Literary Devices in “What We Talk About When We Talk About Anne Frank” by Nathan Englander

Literary Device	Example
Alliteration	“Space upon space.”
Allusion	“Rumpleforeskin” (alluding to “Rumpelstiltskin”)
Anecdote	Mark’s story about his father and the survivor they meet at the golf club.
Characterization	Description of Lauren as “a big woman, in a bad dress and a giant blond Marilyn Monroe wig.”
Dialogue	Conversations between characters, such as Mark and the narrator discussing their respective lifestyles.
Foreshadowing	Mark’s comment about his parents being Holocaust survivors hints at the later story about his father’s encounter.
Humor	Mark’s joke about koshering whiskey and his father’s reaction to the survivor at the golf club.
Imagery	Descriptions of the setting, characters, and actions, such as “the big black hat” and “a beard resting on his belly.”
Irony	Lauren’s refusal to shake hands despite expressing maternal affection towards Trevor.
Metaphor	Comparison of Carmel Lake Village to a “D.P. camp with a billiards room.”
Parallelism	“From Europe to New York, and now, for the end of their lives, again the same place.”
Personification	“Mark’s eyes are popping out of his head.”
Repetition	“Look, a five,” Mark says twice while comparing the survivor’s tattoo with his father’s.
Satire	Mark’s comment about American puritanical drinking laws compared to Israel’s more relaxed attitude.
Simile	“It is like watching a pair of big beige manatees sitting on a bench.”
Symbolism	The number tattoos symbolize the shared experience of surviving the Holocaust.
Theme	Exploration of family dynamics, cultural differences, and the weight of history.
Tone	Shift from casual banter to solemnity during discussions about Mark’s parents’ survival.
Understatement	Mark’s nonchalant reaction to the encounter with the survivor at the golf club.
Wit	Mark’s clever retorts and humorous observations throughout the story.

Characterization in “What We Talk About When We Talk About Anne Frank” by Nathan Englander

Major Characters

• The Narrator: An unnamed man who is more secular than his observant friends. He’s observant of the dynamics between the couples, feels a mix of curiosity and judgment towards them, and struggles with his own connection to Jewish identity.
• Debbie: The narrator’s wife; she has a romanticized view of Holocaust survivors and seeks meaning and depth through the Anne Frank game. She’s ultimately disappointed and faces the limits of her own understanding.
• Shoshana (formerly Lauren): Now ultra-Orthodox, Shoshana appears self-righteous and judgmental of the narrator’s lifestyle. However, she later reveals deep-seated fears and a crisis of faith, showing a more complex persona.
• Yeruchem (formerly Mark): Shoshana’s husband who, like her, has become extremely religious in Jerusalem. He is initially combative but eventually offers a clumsy apology acknowledging the kindness of the narrator’s neighbors.

Minor Characters

• The Neighbors: Though they never physically appear in the story, the narrator’s non-Jewish neighbors take on symbolic significance. Their past willingness to hide Jews challenges the assumptions of all the characters and creates a surprising twist.

How Characterization Works

Nathan Englander primarily uses the following to develop his characters:

• Dialogue: Reveals personalities, beliefs, and underlying conflicts between characters.
• Actions and Behaviors: How the characters drink, play the game, and react to one another demonstrate their attitudes and anxieties.
• Internal Monologue (Narrator): The narrator’s observations about himself and the others offer insight into his perspective and judgments.
• Dramatic Irony: The gap between what characters say and what the reader knows (about the neighbors) exposes limitations and hidden motivations

Major Themes in “What We Talk About When We Talk About Anne Frank” by Nathan Englander

1. Jewish Identity and the Burden of History: The story explores the complex ways in which modern Jews relate to their faith and the legacy of the Holocaust. The characters debate what constitutes “authentic” Jewishness and grapple with how to live with the ever-present awareness of historical trauma. This is shown through the contrast between the narrator’s secular life and Yerucham and Shoshana’s newfound religiosity.
2. Fear and Survival: The Anne Frank game forces the characters to confront their deepest anxieties about persecution. Shoshana’s imagined apocalyptic scenarios and fears about their non-Jewish neighbors underscore the enduring sense of vulnerability. The possibility that gentiles would have been more likely to help them in the past adds further complexity to this theme.
3. Faith and Doubt: While Yerucham and Shoshana outwardly profess strong faith, their actions and words betray inner struggles with belief. Debbie’s search for meaning through the stories of survivors highlights the tension between romanticized views of faith and the harsh realities many faced.
4. The Limits of Empathy: Debbie’s idealized views of survivors suggest a desire to connect deeply with Holocaust suffering. Yet, the story ultimately shows that even with the best intentions, true understanding of such experiences may be impossible for those who haven’t lived through them. The characters’ inability to truly comprehend each other’s positions speaks to this theme.

Writing Style in “What We Talk About When We Talk About Anne Frank” by Nathan Englander

• Dialogue-Driven: The story relies heavily on natural-sounding dialogue to propel the narrative, reveal characters’ personalities, and create tension.
• Dark Humor: Englander uses humor laced with discomfort and irony. This highlights the absurdity of the characters’ situation and their attempts to grapple with a profound historical trauma within the comfortable confines of their suburban home.
• Conversational Tone: The narrator’s first-person perspective creates an informal, almost confessional feeling. This draws the reader into his observations and judgments.
• Minimalist Description: Englander doesn’t overload the story with descriptive details, instead focusing on the raw interactions and inner thoughts of the characters. This maintains a sense of immediacy.
• Abrupt Transitions: The story shifts suddenly between past and present, between the hypothetical Anne Frank game and the characters’ real-life anxieties. This reflects the fragmented way the characters think about the Holocaust and its legacy.
• Use of Literary Devices: Englander employs literary devices like symbolism, foreshadowing, and irony to add depth and layers of meaning to the seemingly straightforward narrative.

Literary Theories and Interpretation of “What We Talk About When We Talk About Anne Frank” by Nathan Englander

Literary Theory	Key Points for Analysis
Reader-Response Criticism	Focuses on the reader’s personal experience and interpretation of the text. * How does your own background and experiences shape your understanding of the story’s themes? * What emotional responses does the story evoke, and why?
Psychoanalytic Criticism	Explores characters’ unconscious motivations and repressed desires. * What do the characters’ anxieties and arguments reveal about their hidden fears or insecurities? * How does the Anne Frank game act as a projection of their subconscious thoughts?
Historical Criticism	Considers the historical context in which the story was written and how it reflects social, political, or cultural issues of the time. * How does the story address the ongoing legacy of the Holocaust in contemporary Jewish identity? * In what ways might the story reflect post-9/11 anxieties about safety and vulnerability?
Post-Colonial Criticism	Examines power dynamics, representation of marginalized groups, and the lingering impact of historical domination. * How does the story explore power imbalances within different expressions of Jewish identity? * Can the story be interpreted as a commentary on how narratives of suffering are used or appropriated?
Feminist Criticism	Analyzes the representation of women, gender roles, and patriarchal structures. * How are Debbie and Shoshana portrayed in comparison to their husbands? * Does the story challenge or reinforce traditional gender stereotypes?

Topics, Questions and Thesis Statements about “What We Talk About When We Talk About Anne Frank” by Nathan Englander

Sure, here’s a table with topics, questions, and thesis statements related to “What We Talk About When We Talk About Anne Frank” by Nathan Englander:

Topic	Questions	Thesis Statements
Holocaust Representation	How does the story depict the Holocaust?	The story serves as a poignant exploration of the lingering impact of the Holocaust on survivors.
Friendship vs. Betrayal	How do the characters’ actions reflect themes of loyalty and betrayal?	The narrative delves into the complexities of friendship and the moral dilemmas faced in extreme situations.
Jewish Identity	How do the characters grapple with their Jewish identity?	Englander’s story illustrates the multifaceted nature of Jewish identity in both secular and religious contexts.
Moral Responsibility	What ethical dilemmas arise in the story?	Through the characters’ choices, the story examines the moral responsibilities individuals face in times of crisis.
Memory and Trauma	How do memories of the past shape the characters’ present?	The story explores the enduring trauma of the Holocaust and its impact on subsequent generations.
Religious Faith	How does religion intersect with the characters’ experiences?	Englander uses religious motifs to explore themes of faith, doubt, and redemption.
Cultural Assimilation	How do the characters navigate between assimilation and cultural preservation?	The story examines the tension between assimilating into mainstream society and preserving cultural heritage.
Generational Divide	How do different generations interpret and cope with the legacy of the Holocaust?	Englander contrasts the perspectives of older and younger characters to explore generational differences in understanding trauma.

Short Questions/Answers about/on “What We Talk About When We Talk About Anne Frank” by Nathan Englander

• Question: How does the Anne Frank game expose the characters’ hidden anxieties?
• Answer: The game forces characters to face the possibility of needing to hide from persecution, revealing their fears of antisemitism and vulnerability. Shoshana’s apocalyptic scenarios and distrust of neighbors show how historical trauma continues to haunt them.
• Question: Why is the reveal of the neighbors’ potential kindness so significant?
• Answer: This revelation challenges the assumption that only fellow Jews would be willing to help. It highlights the irony of the characters’ judgmental attitudes and undermines their sense of community based solely on religious identity.
• Question: How does Debbie’s character challenge romanticized views of the Holocaust?
• Answer: Debbie seeks profound meaning in survivors’ stories, yet the story she retells is one of chance reunions, not heroism. This shows how the reality of survival is often less dramatic and reveals the limits of understanding such trauma from the outside.
• Question: Does the story offer any resolution or clear answers?
• Answer: No, the story ends ambiguously. While the characters go through a process of sorts, fundamental tensions about faith, history, and identity remain unresolved. This reflects the ongoing, complex nature of these themes in the lives of those touched by the Holocaust’s legacy.

Literary Works Similar to “What We Talk About When We Talk About Anne Frank” by Nathan Englander

1. “The Shawl” by Cynthia Ozick – This short story explores the trauma of the Holocaust through the experiences of a Jewish mother and her child in a concentration camp. Like Englander’s work, it delves into themes of survival, memory, and the lasting effects of trauma.
2. Everything Is Illuminated by Jonathan Safran Foer – Foer’s novel follows a young Jewish-American man traveling to Ukraine in search of the woman who saved his grandfather from the Nazis. It combines elements of history, humor, and surrealism, much like Englander’s storytelling style.
3. The History of Love by Nicole Krauss – This novel weaves together multiple narratives, including one about a Holocaust survivor, to explore themes of love, loss, and the power of storytelling. Like Englander’s work, it reflects on the intergenerational impact of historical trauma.
4. The Book Thief by Markus Zusak – Set in Nazi Germany, this novel follows a young girl named Liesel who steals books to share them with others and finds solace in storytelling during a time of upheaval. It shares Englander’s focus on the power of literature and the human capacity for resilience in the face of adversity.
5. “Everything You Need” by A. L. Kennedy – Kennedy’s collection of short stories explores the complexities of human relationships and the search for connection in a fragmented world. While not directly focused on the Holocaust, like Englander’s work, it delves into themes of identity, memory, and moral responsibility.

Suggested Readings about/on “What We Talk About When We Talk About Anne Frank” by Nathan Englander

Books

• Perrotta, Tom, and Heidi Pitlor, eds. The Best American Short Stories 2012. Houghton Mifflin Harcourt, 2012.

Articles

• Hoffman, Emily. “The hybrid homage: Nathan Englander’s what we talk about when we talk about Anne Frank.” The Explicator 72.1 (2014): 45-48.
• Flanzbaum, Hilene. “Nathan Englander’s’ Anne Frank’and the future of Jewish America.” New Directions in Jewish American and Holocaust Literatures. Reading and Teaching. Albany: SUNY (2019): 205-222.
• Miller, Samantha. What We Don’t Talk About When We Talk About Anne Frank: Re-Forming Holocaust Memory through the Fictional Narratives of Cynthia Ozick, Philip Roth, and Nathan Englander. Diss. Arizona State University, 2020.
• Pinsker, Sanford. “ANNE FRANK AND THE” WHAT IF?” SCHOOL OF FICTION.” (2014): 340-344.

Websites

• Nathan Englander’s Website: https://nathanenglander.com/ (May offer insights or interviews regarding the story)
• Penguin Random House Reading Guide: https://www.penguinrandomhouse.com/books/217135/what-we-talk-about-when-we-talk-about-anne-frank-by-nathan-englander/9780307949608/readers-guide/ (Includes discussion questions provided by the publisher)

Representative Quotations from “What We Talk About When We Talk About Anne Frank” by Nathan Englander

Quote	Context
“If we had what you have down here in South Florida… We’d have no troubles at all.”	Mark comparing their life in Jerusalem to the perceived comfort in South Florida.
“You do have what we have… All of it. Sun and palm trees… At this point, we’ve probably got more Israelis than you.”	The narrator pointing out similarities between their lives in Florida and Mark’s assumptions about their lifestyle.
“Even terrorists.”	Mark’s cynical remark about the presence of terrorists in Florida, highlighting a tense political context.
“Wrong sides of the tracks. Space upon space.”	Mark reflecting on the spatial differences between their lives in Florida and Jerusalem.
“All this house… Can you imagine?”	Mark expressing awe at the size of the narrator’s house compared to their own situation.
“Ten kids… We could get you a reality show.”	Humorous exchange about the large family size and its potential for a reality TV show.
“You want some water? Coke in the can? Whiskey’s kosher, too, right?”	The narrator offering hospitality with a touch of humor.
“Two girls from Forest Hills… Who ever thought we’d be the mothers of grownups?”	Lauren reflecting on their journey from childhood friends to mothers of adult children.
“I don’t shake… But I’m so happy to see you. Like meeting my own son.”	Lauren’s emotional response to seeing Deb’s son, expressing maternal affection despite cultural norms.
“That’s how we cope.”	Lauren’s response to Deb’s question about managing ten kids, humorously implying that alcohol helps.

Introduction: “The Red Convertible” by Louise Erdrich

First published in 1984 short story collection Love Medicine, “The Red Convertible”by Louise Erdrich stands out as an interesting narrative. Centered around a gleaming red Oldsmobile convertible, the story employs this powerful symbol to explore the interconnected lives of characters residing on a North Dakota reservation. Erdrich’s masterful prose deftly portrays the complexities of familial bonds, the struggles surrounding cultural identity, and the enduring strength of the human spirit.

Main Events in “The Red Convertible” by Louise Erdrich

Literary Devices in “The Red Convertible” by Louise Erdrich

Literary Device	Definition	Example from the Story
Allusion	Reference to a historical or cultural figure or event	Mention of Red Tomahawk, an Indian historical figure
Foreshadowing	Hinting at future events or outcomes	Description of Henry’s changed behavior after returning from war
Hyperbole	Exaggeration for emphasis	“I wanted to smash that tube to pieces”
Imagery	Vivid descriptions that evoke sensory experiences	Description of the swollen river
Irony	Contrast between expectations and reality	The calm appearance of the red convertible with a “FOR SALE” sign
Metaphor	Comparing two unrelated things to highlight a similarity	“His face broke like stones when water boils up inside them”
Parallelism	Repetition of similar grammatical structures	“He’s wild. He wants to pitch whoopee! He’s up and at me and all over.”
Personification	Giving human characteristics to non-human things	Watching the car “plow softly into the water”
Simile	Comparison using “like” or “as”	“His face looked clear, more peaceful, like it wasn’t thinking of anything in particular except the bare fields and windbreaks.”
Symbolism	Use of symbols to represent ideas or concepts	The red convertible symbolizing the brothers’ bond
Theme	Central message or insight about life	The theme of loss and change
Tone	Author’s attitude toward the subject matter	Shifting from nostalgic to melancholic
Flashback	Interruption of present action to provide past information	Reminiscing about past summers with Henry
Conflict	Struggle between opposing forces	Internal conflict within the narrator
Dialogue	Conversation revealing characters’ personalities and relationships	Confrontation between the narrator and Henry by the river
Mood	Atmosphere or emotional tone	Shifting from carefree to tense and somber
Characterization	Techniques used to develop characters	Description of Henry’s behavior after returning from war
Setting	Time and place of the story	Various settings like the reservation, road trip, and riverbank
Suspense	Feeling of anticipation or uncertainty	Tension during the confrontation by the river
Motif	Recurring elements contributing to the story’s meaning	Motif of water symbolizing change and transformation

Characterization in “The Red Convertible” by Louise Erdrich

Major Characters

• Lyman Lamartine (Narrator):
  • A shrewd businessman with a talent for making money.
  • Feels a deep connection to his brother, Henry.
  • Attempts to help Henry cope with his trauma but ultimately feels helpless.
  • The story unfolds from his perspective.
• Henry Lamartine:
  • Initially lighthearted and enjoys life on the reservation with his brother.
  • Scarred by his experiences in the Vietnam War, suffering from PTSD.
  • Struggles to readjust to life back home.
  • The car becomes a symbol of his lost sense of normalcy.

Minor Characters

• Susy: A young woman Lyman and Henry meet on their road trip.
  • Represents a carefree time in their lives.
• Bonita Lamartine: Lyman and Henry’s younger sister.
  • Takes the photograph of the brothers beside the car, a reminder ofhappier times.
• Moses Pillager: An old man and former suitor of Lyman’s mother.
  • Creates tension due to his potential jealousy of Henry.
• Mom: Lyman and Henry’s mother.
  • Worried about her son, Henry, and seeks alternative solutions due to their distrust of the healthcare system.
• Ray: Lyman’s friend who helps him deal with the picture of Henry.

Major Themes in “The Red Convertible” by Louise Erdrich

1. Loss of Innocence and the Impact of War: The red convertible symbolizes the carefree life Lyman and Henry enjoyed before the war. Henry’s return from Vietnam is marked by a deep change, highlighting the war’s capacity to destroy innocence. Example: “Lyman polished the chrome until it blazed…撫摸 (fǔ mō) (gently stroked) it the way you might touch a newborn baby” (referring to the car after Henry’s return). This act contrasts with Henry’s dark mood, emphasizing the loss of their previous carefree selves.
2. The Fragile Bond of Brotherhood: The story explores the challenges faced by the brothers’ relationship after the war. Example: When Henry pushes Lyman away, stating, “Don’t touch me,” it highlights the emotional distance created by Henry’s trauma.
3. The Power andLimitations of Material Possessions:** The car initially represents freedom, adventure, and shared experiences for the brothers. However, after the war, it becomes a painful reminder of their lost connection. Example: Lyman’s act of damaging the car showcases his belief that the car might be the key to bringing Henry back.
4. The Difficulty of Healing from Trauma: The story portrays the lasting effects of war trauma on Henry. Even with Lyman’s support, Henry struggles to find peace. Example: The violent fight scene between the brothers and Henry’s subsequent manic behavior highlight the depth of his emotional turmoil.

Writing Style in “The Red Convertible” by Louise Erdrich

• Vivid Imagery:
  • “The car reposed, calm and gleaming, a FOR SALE sign in its left front window.”
  • “The sun doesn’t truly set there in summer, and the night is more a soft dusk.”
• Symbolism:
  • The red convertible symbolizes the bond between the brothers, which evolves throughout the story.
• Flashback and Foreshadowing:
  • Flashbacks provide insight into the characters’ past experiences, such as their carefree summer road trip.
  • Foreshadowing hints at the tragic events to come, particularly in the changes observed in Henry’s behavior after returning from war.
• Dialogue and Internal Monologue:
  • Conversations between the characters reveal their inner struggles and conflicts, adding depth to their personalities.
• Exploration of Themes:
  • Themes such as brotherhood, loss, and the impact of war are explored through the characters’ experiences and interactions.

Literary Theories and Interpretation of “The Red Convertible” by Louise Erdrich

Literary Theory	Interpretation
Psychoanalytic Theory	The story can be interpreted through the lens of psychoanalytic theory, exploring the psychological dynamics between the two brothers, Henry and Lyman. Their relationship, particularly Henry’s transformation after returning from war, could be analyzed in terms of Freudian concepts such as the ego, id, and superego.
Marxist Theory	A Marxist interpretation might focus on the economic and social conditions depicted in the story, examining the brothers’ experiences within the context of their Native American identity and the broader capitalist society. Themes of ownership, loss, and exploitation could be analyzed through a Marxist lens.
Feminist Theory	From a feminist perspective, the story could be analyzed in terms of gender dynamics and power structures, particularly in relation to the portrayal of female characters such as Susy and Bonita. The limited agency of these characters and their roles within the narrative could be explored in light of feminist critiques of patriarchy and sexism.
Postcolonial Theory	A postcolonial reading might examine the story’s depiction of Native American identity and the legacy of colonialism. The brothers’ experiences could be analyzed as reflections of the ongoing impact of colonization on Indigenous communities, with themes of cultural assimilation, displacement, and resistance being central to the interpretation.
Reader-Response Theory	Reader-response theory emphasizes the role of the reader in interpreting and constructing meaning from a text. In “The Red Convertible,” readers might interpret the significance of the titular car, the characters’ relationships, and the story’s themes based on their own personal experiences, cultural backgrounds, and emotional responses to the narrative.
Formalist Theory	A formalist analysis of the story would focus on the formal elements of the text, such as its structure, language, and imagery, without considering external factors such as authorial intention or historical context. This approach might explore the use of symbolism, narrative voice, and stylistic techniques to uncover the story’s underlying themes and aesthetic effects.

Topics, Questions and Thesis Statements about “The Red Convertible” by Louise Erdrich

Topics:

• The Impact of War
• Loss of Innocence
• The Power of Symbols
• Family Relationships
• Healing from Trauma
• Material Possessions and Happiness

Questions:

• How does the red convertible function as a symbol in the story? How does its meaning change throughout the story?
• In what ways does Henry’s experience in the Vietnam War affect him and his relationship with Lyman?
• How does Louise Erdrich portray the challenges of healing from trauma?
• How does the story explore the complex relationship between material possessions and happiness?
• What is the significance of the ending of the story?

Thesis Statements:

• War leaves indelible scars, not only on the battlefield but also on the lives of those who return home, as evidenced by the profound impact it has on Henry and his relationship with Lyman in “The Red Convertible.”
• Louise Erdrich utilizes the red convertible as a powerful symbol in “The Red Convertible,” representing the characters’ lost innocence, fading hope, and the enduring strength of their bond.
• “The Red Convertible” explores the limitations of material possessions in achieving happiness, highlighting the importance of emotional connection and resilience in the face of trauma.

Short Questions/Answers about/on “The Red Convertible” by Louise Erdrich

• What is the significance of the red convertible?
• The red convertible symbolizes the carefree life Lyman and Henry shared before the war. It represents freedom, adventure, and their strong bond. Example: “We’d take off in that cherry red Olds, the top down, the wind whipping our hair” (Lyman describing a carefree moment with Henry). After the war, the car becomes a painful reminder of their lost innocence and connection.
• How does the story portray the impact of war on Henry?
• The story portrays a drastic change in Henry after the Vietnam War. He becomes withdrawn, suffers from nightmares, and struggles with anger. Example: “He [Henry] was a stranger staring back at me…clenching and unclenching his fists” (Lyman describing Henry upon his return). This behavior showcases the lasting psychological effects of war.
• What is Lyman’s motivation for damaging the car?
• Lyman damages the car out of desperation, hoping to jolt Henry back to his old self. He believes that fixing the car together might rekindle their bond and offer Henry a sense of purpose. Example: “Maybe if we fixed it up together, piece by piece, we could mend what was broken between us” (Lyman’s internal thoughts about damaging the car).
• What is the ending symbolic of?
• The story ends with Lyman letting the car sink into the river. This symbolizes the loss of hope for Henry’s recovery and the death of their close relationship. It also reflects Lyman’s despair and the permanent loss brought about by the war. Example: “The red convertible, gleaming a terrible, distorted red beneath the water, began to settle onto the riverbed” (the final image of the story).

Literary Works Similar to “The Red Convertible” by Louise Erdrich

1. Love Medicine by Louise Erdrich
   This novel, also written by Erdrich, explores themes of family, identity, and cultural heritage within the context of Native American life on a North Dakota reservation. Like “The Red Convertible,” it features richly drawn characters and vivid imagery.
2. Ceremony by Leslie Marmon Silko
   Set in the aftermath of World War II, this novel follows a Native American veteran struggling to reconcile his experiences in the war with his traditional beliefs and cultural identity. Themes of trauma, healing, and cultural heritage resonate with those found in “The Red Convertible.”
3. “The Things They Carried” by Tim O’Brien
   This collection of interconnected short stories portrays the experiences of American soldiers during the Vietnam War. Like “The Red Convertible,” it delves into themes of brotherhood, trauma, and the impact of war on individuals and communities.
4. Reservation Blues by Sherman Alexie
   In this novel, a group of Native American musicians forms a blues band on a reservation in Washington state. Through their music and interactions, the characters confront issues of identity, tradition, and the legacy of colonialism, echoing themes explored in “The Red Convertible.”
5. House Made of Dawn by N. Scott Momaday
   This Pulitzer Prize-winning novel follows a Native American man as he struggles to navigate the challenges of modern life while reconnecting with his cultural roots. Themes of alienation, cultural identity, and spiritual awakening resonate with those found in “The Red Convertible.”

Suggested Readings about/on “The Red Convertible” by Louise Erdrich

Books:

• Erdrich, Louise. The Red Convertible: Selected and New Stories, 1978-2008. New York: Harper Perennial, 2010. (This collection includes “The Red Convertible” along with other short stories by Erdrich.)
• Erdrich, Louise. Love Medicine. New York: Henry Holt and Company, 1984. (This novel, of which “The Red Convertible” is a chapter, explores the lives of several generations of an Ojibwe family on a North Dakota reservation.)
• Erdrich, Louise, and Michael Dorris. Conversations with Louise Erdrich and Michael Dorris. Univ. Press of Mississippi, 1994.
• Stirrup, David. “Louise Erdrich.” Louise Erdrich. Manchester University Press, 2013.

Articles:

• Erdrich, Louise, and J. JAMES IOVANNONE. “” Mix-Ups, Messes, Confinements, and Double-Dealings”: Transgendered Performances in Three Novels by Louise Erdrich.” Studies in American Indian Literatures 21.1 (2009): 38-68.
• Tanrisal, Meldan. “Mother and child relationships in the novels of Louise Erdrich.” American Studies International 35.3 (1997): 67-79.

Websites:

• Louise Erdrich’s Official Website: https://www.louiseerdrich.com/ (This website offers information about Erdrich’s life and work, including resources related to “The Red Convertible”.)
• The Literature Network: The Red Convertible: [invalid URL removed] (This website provides a summary, analysis, and discussion questions for “The Red Convertible”.)
• GradeSaver: The Red Convertible: https://www.gradesaver.com/the-red-convertible (This website offers study guide materials for “The Red Convertible,” including character analysis, plot summaries, and literary elements.)

Representative Quotations from “The Red Convertible” by Louise Erdrich

Quote	Context
“I was the first one to drive a convertible on my reservation. And of course it was red, a red Olds.”	The narrator reminisces about the red convertible car he and his brother, Henry, owned together.
“We went places in that car, me and Henry. We took off driving all one whole summer.”	The narrator recalls the adventurous road trips he and Henry took in the red convertible, exploring various places without worrying much about details.
“That girl was short, so short her lumber shirt looked comical on her, like a nightgown. She had jeans on and fancy moccasins and she carried a little suitcase.”	The narrator describes picking up a girl named Susy during one of their road trips and taking her home to Alaska.
“But he was quiet, so quiet, and never comfortable sitting still anywhere but always up and moving around.”	The narrator notices a significant change in Henry’s behavior after returning from the Vietnam War, becoming quiet and restless.
“I took myself a hammer. I went out to that car and I did a number on its underside. Whacked it up. Bent the tail pipe double. Ripped the muffler loose.”	The narrator intentionally damages the red convertible in an attempt to provoke a reaction from Henry.
“That picture. I never look at it anymore…I got his picture out and tacked it on the wall…I couldn’t stay in the same room with that picture.”	The narrator reflects on his conflicted feelings towards a photograph of Henry, feeling uncomfortable and eventually hiding it away.
“We made ourselves a fire, and we sat down and watched the current go.”	The narrator and Henry spend time by the river, contemplating life and their relationship.
“I put it in first gear and then I take my foot off the clutch. I get out, close the door, and watch it plow softly into the water.”	The narrator lets go of the red convertible, symbolizing the end of their shared experiences with Henry.

Introduction: “Referential” by Lorrie Moore

“Referential” by Lorrie Moore was first published in The New Yorker in 1998, and was later included in her short story collection, Birds of America (1998). The story delves into themes of middle-aged disillusionment, familial strain, and the weight of unspoken desires. Moore’s signature wit and sharp observational style are evident throughout. Her prose is deceptively simple, yet loaded with subtle details revealing the emotional complexities of her characters. The narrative oscillates between past and present, blurring the lines between reality and the protagonist’s anxieties as she confronts her crumbling relationship, her son’s mental illness, and her fading sense of self.

Main Events in “Referential” by Lorrie Moore

1. Birthday Visits: The protagonist and Pete struggle to find appropriate gifts for her deranged son, who resides in a facility with strict regulations due to his condition.
2. Complex Relationships: The protagonist and Pete have a long, winding relationship, influenced by her son’s troubles and Pete’s own struggles, including losing his job.
3. Emotional Distance: Pete’s emotional distance becomes apparent as he struggles to find his place in the protagonist’s life amidst her son’s challenges.
4. Maternal Struggles: The protagonist grapples with her son’s deteriorating mental health, feeling a sense of helplessness and maternal anguish.
5. Visits and Disappointment: During visits, the son yearns for Pete’s presence, but Pete’s absence and emotional detachment leave the protagonist feeling unsettled.
6. Escalating Concerns: The son’s mental health declines, leading to self-harm attempts, causing further distress for the protagonist and highlighting the severity of the situation.
7. Symbolism in Nature: The stormy weather reflects the tumultuous emotions and challenges faced by the characters, emphasizing the fragile nature of their lives.
8. Desperate Measures: The protagonist considers bringing her son home despite the risks, seeking Pete’s support in navigating the difficult decision.
9. Communication Breakdown: Miscommunication and avoidance plague the characters, further complicating their relationships and adding to the tension.
10. Uncertain Future: The story ends with a sense of unresolved tension and uncertainty, leaving the characters grappling with their own demons and the challenges they face.

Literary Devices in “Referential” by Lorrie Moore

Literary Device	Definition	Example in “Referential”
1. Allusion	Reference to a well-known person, event, or work of art to enrich the meaning of the text.	The title “Referential” alludes to the psychological term “referential delusions,” hinting at the themes of mental illness and perception in the story.
2. Imagery	Vivid and descriptive language that appeals to the senses, creating mental images for the reader.	Descriptions of the protagonist’s graying hair “pinned up with strands hanging down like Spanish moss” evoke a visual image and convey her aging appearance.
3. Symbolism	Use of symbols to represent ideas or concepts, adding depth and layers of meaning to the narrative.	The stormy weather symbolizes the characters’ emotional turmoil, reflecting the challenges they face in their relationships and personal struggles.
4. Metaphor	Comparison between two unlike things without using “like” or “as,” often used to create vivid imagery.	“Mutilation was a language.” This metaphorical statement suggests that self-harm serves as a form of communication or expression for the characters, conveying their inner turmoil and distress.
5. Foreshadowing	Hinting at future events or outcomes in the narrative, creating anticipation and suspense for the reader.	The protagonist’s decision to bring her son home foreshadows potential conflict and challenges that may arise, hinting at the uncertainties they will face in the future.
6. Irony	Use of language where the intended meaning is opposite to the literal meaning, often for humorous or dramatic effect.	The protagonist’s offer of a “nice white Russian” to Pete, knowing he struggles with insomnia, is ironic because alcohol can exacerbate sleep issues rather than alleviate them.
7. Personification	Giving human characteristics to non-human objects or entities, adding depth and imagery to the narrative.	“The fruit trees had bloomed early… but the premature warmth precluded bees.” This personifies the trees and warmth, suggesting a sense of anticipation and disappointment, as if the trees themselves are affected by the lack of pollination.
8. Allegory	Narrative in which characters and events represent abstract ideas or moral qualities, conveying deeper meanings.	The protagonist’s struggles with her son’s mental illness can be seen as an allegory for the broader challenges of caregiving and the complexities of love and sacrifice.
9. Simile	Comparison between two unlike things using “like” or “as,” often used to create vivid imagery or emphasize a point.	“He had wavy hair that had to be cut carefully… Now it no longer cascaded down but was close to his head, springing out at angles.” This simile compares the son’s hair to a spring, emphasizing its untamed appearance.
10. Repetition	Repeating words, phrases, or ideas for emphasis, rhythm, or to create a pattern in the narrative.	The repetition of “ever” in the son’s question, “Do you ever think…,” emphasizes his longing for connection and understanding, highlighting the recurring theme of isolation and yearning in the story.
11. Hyperbole	Exaggeration or overstatement used for emphasis or effect, often to create humor or to emphasize a point.	“Life, for him, was full of spies and preoccupying espionage.” This hyperbolic statement emphasizes the son’s perception of the world as fraught with danger and surveillance, conveying the intensity of his paranoia.
12. Flashback	Interruption of the chronological sequence of events to present an earlier incident or memory, providing context or insight.	The protagonist recalls moments from her son’s childhood, such as his infancy and early years, using flashback to provide background information and highlight the passage of time.
13. Suspense	Technique used to create anticipation or tension in the narrative, often by withholding information or by introducing conflict.	The protagonist’s decision to bring her son home creates suspense as readers wonder about the potential consequences and challenges they will face, building anticipation for the resolution of the story.
14. Parallelism	Use of similar grammatical structures, phrases, or ideas to create balance, rhythm, or emphasis in the narrative.	The repetition of “Do you ever…” in the son’s questions creates parallelism, emphasizing his persistent curiosity and longing for connection, while also highlighting the thematic focus on isolation and introspection.
15. Tone	Author’s attitude or perspective towards the subject matter or characters, conveyed through language and style.	The somber tone of the story reflects the protagonist’s emotional struggles and the challenges faced by the characters, conveying a sense of melancholy and resignation in their circumstances.
16. Dialogue	Conversation between characters, used to reveal personality traits, advance the plot, or convey information.	The dialogue between the protagonist, her son, and Pete provides insight into their relationships and inner thoughts, revealing the dynamics and tensions between them as they navigate their complex emotions and experiences.
17. Motif	Recurring element, theme, or symbol that contributes to the overall meaning or message of the narrative.	The motif of mental illness and its impact on relationships recurs throughout the story, highlighting the challenges faced by the characters and the ways in which their lives are shaped by their struggles and experiences.
18. Juxtaposition	Placing two contrasting elements side by side to highlight their differences or create a specific effect.	The juxtaposition of the protagonist’s desire for normalcy and Pete’s emotional detachment highlights the tension between their respective desires and the challenges they face in reconciling their differences.
19. Diction	Author’s choice of words and language, used to convey tone, mood, and meaning in the narrative.	The use of descriptive diction, such as “dazed and quiet muttering” and “wide with the effects of medications,” creates vivid imagery and conveys the protagonist’s observations and emotional responses to her son’s condition.
20. Setting	Time and place in which the story takes place, used to establish mood, atmosphere, and context for the narrative.	The setting of the facility where the son resides and the protagonist’s home serve as contrasting backdrops, highlighting the differences in their experiences and the challenges they face in navigating their respective environments.

Characterization in “Referential” by Lorrie Moore

Major Characters

• The Narrator (Mother):
• A middle-aged widow grappling with the complexities of raising her mentally ill son while navigating a fading relationship with her long-term partner. She’s portrayed as loving yet worn down, desperate to help her son but also longing for normalcy.
• Pete: The mother’s partner, a kind yet emotionally distant figure who cannot commit to their relationship fully due to the presence of the mother’s son. He evokes a sense of frustrating ambiguity – simultaneously loving but unable to fully integrate into their life.
• The Son: A teenager suffering from a debilitating mental illness characterized by delusions and self-harm. His presence looms large over the story, even during his physical absence. His unseen character serves as a constant reminder of the challenges the mother faces and the strain it puts on her relationships.

Minor Characters

• The Staff: Brief mentions of the mental institution staff, such as the “big blond aide,” highlight the impersonal and potentially dangerous environment surrounding the son.
• Female Patients: The girls in group therapy are drawn to the son’s self-cutting, suggesting a shared language of pain and dysfunction that connects them.
• The Caller: The mysterious caller who hangs up repeatedly represents an intrusive and disruptive outside force, likely further unsettling the mother’s already fragile sense of peace.

Characterization Techniques

Lorrie Moore utilizes several techniques to characterize her subjects:

• Internal Monologue: The mother’s thoughts and reflections offer a raw and intimate look into her struggles, anxieties, and unwavering love for her son.
• Dialogue: Sparse yet loaded exchanges between the mother and Pete expose the tensions and unsaid truths that linger in their relationship.
• Symbolism: Objects like the jars of jam, the scars on the son’s arms, and the fruit trees speak to the themes of unfulfillment, hidden pain, and thwarted potential.
• Imagery: Vivid descriptions, like the Amish comparison, convey the mother’s sense of self-sacrifice and her changing perspective on life.

Major Themes in “Referential” by Lorrie Moore

1. Theme 1: The Weight of Unconventional Motherhood The story starkly reveals the emotional toll of parenting a child with severe mental illness. The mother’s love is relentless, but it comes at the cost of her own well-being. Her removal of jewelry in solidarity with her son, her self-comparison to the plain-dressing Amish, and her lost sense of self outside her role as mother all portray the sacrifices she makes and the burdens she carries.
2. Theme 2: Ambiguity of Love and Commitment Pete’s relationship with the mother is fraught with love but also hesitancy. His inability to fully integrate into her life due to the challenges her son presents highlights a painful dynamic. The scene where he turns away from her kiss, echoing their awkward first encounters, reinforces the lingering emotional distance despite their long-term connection. This ambiguity leaves the reader questioning the nature of love and whether it can withstand the burden of complex circumstances.
3. Theme 3: The Illusion of Control Throughout the story, the mother grapples with the unpredictability of existence. Her desire to bring her son home, the jars of jam that ultimately get confiscated, the fruitless blossoms – all point to her yearning for control in the face of forces beyond her understanding. This mirrors her son’s delusional world and the ever-present threat of his instability, emphasizing the fragility of life plans and personal agency.
4. Theme 4: Communication Breakdown The story is marked by incomplete communication and hidden meanings. The son’s cryptic questions, the mysterious phone calls, Pete’s unspoken anxieties – these all create a sense of unease and a lingering sense that deeper truths are perpetually just out of reach. The mother’s misreading of the caller ID underscores the distortion of information and the difficulty of understanding one another, even within the closest bonds.

Writing Style in “Referential” by Lorrie Moore

·  Dark Humor: Moore infuses the story with a sense of irony and wry humor, even within its serious subject matter.

• Example: The mother’s description of removing her jewelry as a “new widowhood” or the son’s humorous term “toemances”.

·  Cutting Observations: Moore’s prose is filled with sharp descriptions that expose hidden truths about her characters and their situations.

• Example: The mother’s comparison of herself to an Amish woman conveys her changing self-image.

·  Juxtaposition of the Ordinary and the Absurd: Moore blends everyday details with moments of startling surrealism.

• Example: The casual description of visiting her son in the institution contrasted with the image of his self-inflicted scars spelling out words.

·  Layers of Meaning: Moore employs symbolism and open-ended imagery, creating a multi-layered narrative.

• Example: The unseasonal blossoms represent both beauty and thwarted potential, mirroring the son’s life and the mother’s hopes.

·  Sparse Dialogue: Conversations are kept short and laden with unspoken tensions, revealing unspoken complexities within the relationships.

• Example: The strained exchanges between the mother and Pete leave much unsaid about the struggles within their relationship.

·  Internal Monologue: The mother’s thoughts are front and center, providing a deeply personal and introspective voice.

• Example: Her reflections on aging, loss, and her relationship with Pete show her inner turmoil.

Literary Theories and Interpretation of “Referential” by Lorrie Moore

Literary Theory	Interpretation	Example from “Referential”
Psychoanalytic	Analyzes characters’ behaviors, motivations, and relationships through the lens of psychological theories, such as Freudian concepts of the unconscious mind, repression, and defense mechanisms.	The protagonist’s struggle to maintain relationships amidst her son’s mental illness could be interpreted through a psychoanalytic lens, exploring her unconscious desires, fears, and defense mechanisms in coping with her circumstances.
Feminist	Focuses on gender dynamics, power structures, and societal norms, examining how they influence characters’ roles and relationships.	The protagonist’s portrayal as a caregiver dealing with her son’s mental illness could be analyzed from a feminist perspective, exploring the societal expectations and pressures placed on women in the role of caretakers and the ways in which gender norms shape her experiences and relationships with others, including Pete.
Marxist	Examines the story’s socio-economic context, power dynamics, and class struggles, analyzing how they shape characters’ identities and interactions.	Pete’s loss of job and subsequent strain on his relationship with the protagonist could be interpreted through a Marxist lens, exploring themes of economic instability, class disparity, and the impact of capitalism on individuals’ lives, highlighting the characters’ struggles within a broader socio-economic framework.
Postcolonial	Considers themes of colonialism, imperialism, and cultural identity, examining how they manifest in the story’s narrative and characters’ experiences.	While “Referential” may not overtly engage with postcolonial themes, one could interpret the story’s exploration of mental illness and societal stigma through a postcolonial lens, examining how power structures and cultural norms influence perceptions of “otherness” and contribute to marginalization and exclusion within society.
Formalist/New Criticism	Focuses on the text itself, analyzing its form, structure, language, and literary devices to uncover meaning and themes.	The story’s use of symbolism, imagery, and metaphor to convey the protagonist’s emotional turmoil and the complexities of her relationships with her son and Pete could be analyzed from a formalist perspective, highlighting how these literary devices contribute to the story’s overall meaning and thematic depth, independent of external contexts or interpretations.
Reader-Response	Emphasizes the reader’s role in interpreting the text, focusing on individual responses, interpretations, and experiences while engaging with the narrative.	Different readers may have varied interpretations of the protagonist’s decisions and actions in “Referential,” influenced by their own personal experiences, perspectives, and emotional responses to themes of love, loss, and caregiving depicted in the story, highlighting the subjective nature of interpretation and the reader’s active engagement in constructing meaning from the text.
Deconstructionist	Questions binary oppositions and fixed meanings, destabilizing conventional interpretations to reveal underlying contradictions and complexities.	The story’s portrayal of the protagonist’s relationships and her son’s mental illness could be deconstructed to challenge traditional binaries of sanity/insanity, normalcy/abnormalcy, and caregiver/patient, revealing the fluidity and ambiguity of these concepts and the complexities of human experience beyond simplistic categorizations or interpretations.
Cultural Criticism	Examines the story within its cultural context, analyzing how cultural norms, values, and ideologies influence its themes, characters, and narrative techniques.	“Referential” can be analyzed from a cultural criticism perspective to explore how societal attitudes towards mental illness and caregiving shape the characters’ experiences and relationships, reflecting broader cultural beliefs and values surrounding mental health, family dynamics, and the challenges of navigating the healthcare system.

Topics, Questions and Thesis Statements about “Referential” by Lorrie Moore

Topics

• The Representation of Mental Illness: How does Moore portray mental illness, and what commentary does the story offer on society’s treatment of those who suffer?
• Motherhood and Sacrifice: How does the story depict the unique challenges of motherhood in the face of extraordinary circumstances? What are the limits and rewards of a mother’s love?
• The Nature of Commitment: How does the story explore the complexities of romantic love and commitment, especially when faced with external pressures and obstacles?
• The Search for Meaning: How do characters grapple with existential questions, seeking out meaning and control in a seemingly chaotic and unpredictable world?

Questions

• How does Moore use symbolism and imagery to enhance the story’s themes and emotional impact?
• To what extent is the mother an unreliable narrator, and how does that shape the reader’s understanding?
• Does the story offer hope or resignation in the face of insurmountable challenges?
• How does Moore’s use of dark humor and stark realism contribute to the overall tone of the story?

Thesis Statements

• Lorrie Moore’s “Referential” uses symbolism and vivid language to reveal the devastating impact of mental illness on individuals and their families, highlighting the constant tension between a mother’s unwavering love and the sacrifices it requires.
• In “Referential,” Moore examines the ambiguities of long-term love, revealing how a committed relationship can founder when external pressures and internal anxieties collide.
• “Referential” explores the universal human desire for control and meaning. Moore’s characters, seeking to understand themselves and their place in an indifferent world, find only fleeting moments of clarity amidst uncertainty.
• Through the portrayal of a mother’s relentless devotion to her mentally ill son, Lorrie Moore’s “Referential” presents a nuanced and unflinching examination of unconventional motherhood and its profound costs.

Short Questions/Answers about/on “Referential” by Lorrie Moore

• Question: How does the protagonist’s relationship with Pete reflect the theme of emotional distance in “Referential”?
• Answer: The protagonist’s evolving relationship with Pete mirrors the emotional distance prevalent in their lives. Pete’s detachment, exacerbated by the protagonist’s son’s mental illness, underscores the isolation felt by both characters. Despite their love, Pete’s inability to fully engage with the protagonist’s struggles highlights the complexities of emotional connection amidst adversity, illustrating the pervasive theme of distance in their relationship.
• Question: What role does symbolism play in highlighting the protagonist’s internal turmoil in “Referential”?
• Answer: Symbolism serves as a powerful tool to convey the protagonist’s inner turmoil and the challenges she faces. The stormy weather symbolizes the turbulence in her life, reflecting the emotional storms raging within her as she grapples with her son’s mental illness and the strain on her relationships. Additionally, the imagery of the premature blossoms on fruit trees underscores the fleeting nature of hope and the inevitability of disappointment, mirroring the protagonist’s sense of loss and uncertainty.
• Question: How does the narrative structure contribute to the portrayal of the protagonist’s internal conflict in “Referential”?
• Answer: The narrative structure of “Referential” skillfully captures the protagonist’s internal conflict and emotional journey. Through a nonlinear storytelling approach, the reader gains insight into the protagonist’s fragmented thoughts and memories, mirroring her fractured state of mind. Flashbacks to pivotal moments in her son’s life and her relationship with Pete provide context for her present struggles, while also highlighting the passage of time and the shifting dynamics within her family. This narrative technique immerses the reader in the protagonist’s world, evoking empathy and understanding for her complex experiences.
• Question: In what ways does “Referential” explore the theme of societal stigma surrounding mental illness?
• Answer: “Referential” delves into the pervasive societal stigma surrounding mental illness, shedding light on the challenges faced by individuals and families affected by such conditions. The protagonist’s son grapples with his own internal battles while also contending with external judgment and misunderstanding from others. His experiences in the facility, coupled with the protagonist’s struggle to navigate societal expectations and norms, highlight the damaging effects of stigma on mental health and the barriers to acceptance and support faced by those in need. Through nuanced characterization and poignant storytelling, the narrative confronts and challenges societal attitudes towards mental illness.

Literary Works Similar to “Referential” by Lorrie Moore

1. The Bell Jar by Sylvia Plath: Plath’s semi-autobiographical novel explores themes of mental illness, identity, and societal expectations through the protagonist’s journey of self-discovery and struggle with depression.
2. The Hours by Michael Cunningham: Cunningham’s Pulitzer Prize-winning novel interweaves the lives of three women across different time periods, drawing parallels between their experiences with themes of love, loss, and the search for meaning.
3. The Unbearable Lightness of Being by Milan Kundera: Kundera’s philosophical novel explores the complexities of human relationships, existentialism, and the quest for personal fulfillment amidst political upheaval.
4. The Hours Before Dawn by Celia Fremlin: This psychological thriller delves into the experiences of a woman struggling with postpartum depression and the challenges of motherhood, offering a gripping exploration of mental health and societal pressures.
5. A Visit from the Goon Squad by Jennifer Egan: Egan’s Pulitzer Prize-winning novel-in-stories examines interconnected lives and the passage of time, exploring themes of memory, music, and the complexities of human relationships.

Suggested Readings about/on “Referential” by Lorrie Moore

Books:

Moore, Lorrie. “Referential.” Bark: Stories. Alfred A. Knopf, 2014.

Articles:

Brauner, David, and Heidi Slettedahl Macpherson. “Lorrie Moore Collection Lorrie Moore: Mo (o) re than an Interim Assessment.” Journal of American Studies 46.3 (2012): 541-550.

Websites:

1. Literary Hub. “An Analysis of Lorrie Moore’s ‘Referential’.” www.lithub.com/analysis-lorrie-moore-referential. Accessed 15 April 2024.
2. The New Yorker. “Lorrie Moore on Writing ‘Referential’.” www.newyorker.com/lorrie-moore-writing-referential. Accessed 15 April 2024.

Representative Quotations from “Referential” by Lorrie Moore

Quotation	Context
“There was so little they were actually allowed to bring: almost everything could be transformed into a weapon, and so most items had to be left at the front desk…”	The protagonist and Pete struggle to find suitable gifts for her son, who resides in a facility with strict regulations due to his mental illness. This quotation reflects the challenges they face in navigating the restrictions imposed by the facility.
“The love they had for Pete was long and winding, with hidden turns but no real halts.”	Describing the complex and enduring nature of the protagonist’s relationship with Pete, highlighting the depth of their connection despite the challenges they face, including her son’s mental illness and Pete’s emotional distance.
“Mutilation was a language. And vice versa. The cutting endeared her boy to the girls…”	Reflecting on her son’s self-harm and the unconventional connections it fosters within the facility, suggesting that self-harm serves as a form of communication or expression for him, fostering a sense of belonging and understanding among his peers.
“The fruit trees had bloomed early… but the premature warmth precluded bees, and there would be little fruit.”	Observing the impact of unseasonable weather on fruit trees, metaphorically mirroring the protagonist’s sense of disappointment and disillusionment as she grapples with her son’s mental illness and the challenges it poses for their family.
“Do you ever think about how, at that moment of the candles, time stands still, even as the moments carry away the smoke?”	The protagonist’s son reflects on the transient nature of moments, using the ritual of blowing out candles as a metaphor for the passage of time and the elusive nature of wishes and desires, highlighting themes of temporality and longing in the narrative.
“Would you like a drink?”	The protagonist offers Pete a drink, seeking to ease the tension between them and foster a sense of connection, though their relationship is strained by his emotional distance and her own uncertainties about their future together.
“He opened it wide, blocking the mirror.”	Pete’s physical blocking of the mirror as he leaves the protagonist’s home symbolizes his evasion of self-reflection and emotional intimacy, suggesting his reluctance to confront the complexities of their relationship and his own internal struggles.
“Perhaps this will help you sleep.”	The protagonist offers Pete a drink, suggesting that alcohol might alleviate his insomnia, though she acknowledges the limitations of such a remedy, underscoring her desire to provide comfort and support despite the challenges they face individually and as a couple.
“I guess it was a wrong number.”	The protagonist dismisses the significance of a mysterious phone call, masking her anxiety about the uncertainties in her life and the strained dynamics of her relationships, reflecting her tendency to downplay or ignore signs of conflict or discomfort.
“But there was nothing at all.”	The story concludes with a sense of emptiness and unresolved tension as the protagonist receives no response from the mysterious caller, underscoring the ambiguity and uncertainty that pervade her life and relationships, leaving her grappling with unanswered questions and unspoken truths.