Day: April 20, 2024

Introduction: “A Dark Brown Dog” by Stephen Crane

“A Dark Brown Dog” by Stephen Crane first appeared in print in March of 1901 within the pages of Cosmopolitan magazine. While the surface narrative presents a seemingly straightforward encounter between a young boy and a stray dog, critical analysis reveals a deeper meaning. Published during the Reconstruction era, a time marked by both the promise of racial equality and the persistence of deep-seated prejudice in the American South, Crane’s tale transcends the anecdotal. The characters themselves become allegorical figures: the hopeful, lost dog representing the newly freed Black population, and the child embodying a younger generation grappling with the complexities of a society still wrestling with its past. Through this subtle yet powerful lens, Crane delivers a poignant critique of the challenges that lay on the path towards true social and racial justice.

Main Events in “A Dark Brown Dog” by Stephen Crane

1. Chance Encounter: Child and dog meet on the street. The child, idly kicking gravel, notices a small dark-brown dog with a trailing rope and initiates contact.
2. Initial Bonding: Child and dog form a friendly connection. Despite the child’s initial strike, they share moments of playful interaction, with the dog eagerly seeking approval and the child gradually warming up to him.
3. Betrayal: Child strikes the dog, causing emotional distress. The child’s sudden act of aggression bewilders the dog, leading to a moment of deep hurt and confusion.
4. Persistent Pursuit: Dog continues to follow the child despite mistreatment. Despite being beaten and ignored, the dog persists in following the child, displaying unwavering loyalty.
5. Adoption: Child takes the dog home, despite family objections. The child, recognizing the dog’s value, insists on bringing him into the household despite opposition from family members.
6. Family Conflict: Family members object to the dog’s presence. The family’s scorn and objections lead to tension and conflict within the household regarding the dog’s place in the family.
7. Devotion: Dog becomes fiercely loyal to the child, enduring mistreatment. Despite ongoing mistreatment from family members, the dog remains devoted to the child, offering comfort and companionship.
8. Protective Relationship: Child defends the dog against family members. The child fiercely defends the dog against mistreatment from family members, showing a deep bond and sense of loyalty.
9. Tragic Ending: Father drunkenly abuses and throws the dog out of a window. In a moment of drunken cruelty, the father violently throws the dog out of a window, leading to a tragic and sudden end to their companionship.
10. Grief and Mourning: Child mourns the loss of his beloved dog. The child’s grief is palpable as he sits by the lifeless body of his beloved companion, symbolizing the loss of innocence and the cruelty of the world.

Literary Devices in “A Dark Brown Dog” by Stephen Crane

Characterization in “A Dark Brown Dog” by Stephen Crane

Major Themes in “A Dark Brown Dog” by Stephen Crane

• Power Dynamics and Abuse: The story starkly portrays the power imbalance between the child and the dog, reflecting broader societal issues. The child, despite his small size, wields power over the dog, striking it and dragging it home against its will. This dominance parallels the treatment of marginalized groups by those in power. The family’s treatment of the dog, with the father as the main abuser, further highlights the cycle of violence and the normalization of cruelty within a domestic setting. (“Whereupon the child lifted his hand and struck the dog a blow upon the head… The head of the family…knocked the dog down with a heavy coffee-pot“)
• Unconditional Love and Loyalty: In contrast to the harsh power dynamics, the bond between the child and the dog showcases unwavering loyalty and affection. Despite the child’s cruelty, the dog remains submissive and ever-loving, offering “a small prayer” and showing its devotion through playful gestures and physical touch. This unwavering loyalty, even in the face of abuse, emphasizes the power of love and companionship that can transcend harsh circumstances. (“He [the dog] sank down in despair at the child’s feet… His devotion to the child grew until it was a sublime thing. He wagged at his approach; he sank down in despair at his departure“)
• Loss of Innocence: The child’s initial playful cruelty towards the dog gradually escalates, reflecting a loss of innocence. His initial amusement at the dog’s submissive behavior hardens into a more callous disregard for its suffering. This mirrors the potential for cruelty within us all, and the way seemingly innocent acts can pave the way for deeper forms of abuse. (“This thing seemed to overpower and astonish the little dark-brown dog, and wounded him to the heart… Sometimes, too, the child himself used to beat the dog“)
• Hope and Resilience: Despite the bleakness, the story offers a glimmer of hope. The dog’s unwavering devotion and the child’s moments of protectiveness suggest the possibility for connection and compassion. Even in the face of overwhelming hardship, the story suggests, the human spirit’s capacity for love and hope can endure. (“The child, crying softly, took his friend off to a retired part of the room… He [the dog] developed a large bark, which came wondrously from such a small rug of a dog. He ceased to howl persistently at night“)

Writing Style in “A Dark Brown Dog” by Stephen Crane

1. Objectivity and Minimalism: Crane employs a detached, almost journalistic style. He avoids excessive emotional descriptions and focuses on presenting actions and observations. This allows the reader to draw their own conclusions about the characters and events, creating a powerful emotional impact through understatement. (“A Child was standing on a street-corner… The dog made willing efforts, but he could not hobble very skilfully up the stairs…”)
2. Vivid Imagery: Despite the minimalist approach, Crane uses evocative details to create clear pictures in the reader’s mind. Descriptive language paints a picture of the dusty street corner, the clanging trucks, and the “little dark-brown dog” himself. (“Sunshine beat upon the cobbles, and a lazy summer wind raised yellow dust which trailed in clouds down the avenue… The dog hesitated for a moment, but presently he made some little advances with his tail.”)
3. Figurative Language: While not excessive, Crane employs select metaphors and similes to enhance the emotional depth. The dog’s “peculiar prayer” with its “paws held in a peculiar manner” becomes a poignant symbol of submission and vulnerability. (“He turned over upon his back, and held his paws in a peculiar manner. At the same time with his ears and his eyes he offered a small prayer.”)
4. Focus on Dialogue: Crane uses concise dialogue to reveal character traits and motivations. The child’s proclamation that the dog is “an unimportant dog, with no value save for a moment” exposes his developing sense of power and cruelty. (“On the way to his home the child turned many times and beat the dog, proclaiming with childish gestures that he held him in contempt as an unimportant dog, with no value save for a moment.”)

Literary Theories and Interpretation of “A Dark Brown Dog” by Stephen Crane

Topics, Questions, and Thesis Statements about “A Dark Brown Dog” by Stephen Crane

Short Questions/Answers about/on “A Dark Brown Dog” by Stephen Crane

1. What is the central theme of “A Dark Brown Dog”? The central theme of “A Dark Brown Dog” is the cruel reality of abuse and the capacity for kindness in human nature. The story portrays the innocence and vulnerability of the dog, which becomes a symbol of suffering and resilience. For example, the dog endures mistreatment from its owner but still seeks affection and companionship, highlighting the contrast between cruelty and compassion.
2. How does the dog symbolize innocence? The dog symbolizes innocence through its unconditional love and trust despite facing abuse. In the story, the dog approaches the child with a wagging tail, seeking friendship and warmth. Its innocence is evident in its playful nature and desire for affection, reflecting the purity of its intentions amidst a harsh and unforgiving environment.
3. What role does the child play in the story? The child serves as a catalyst for change and empathy in the narrative. Initially indifferent to the dog’s suffering, the child gradually forms a bond with the animal, showing compassion and understanding. For instance, the child defends the dog against his abusive father and becomes a source of solace and protection for the vulnerable creature, signifying the potential for kindness and empathy to transcend societal cruelty.
4. How does the story depict the complexity of human emotions? “A Dark Brown Dog” illustrates the conflicting emotions of love and cruelty within human relationships. Despite the father’s abusive behavior towards the dog, moments of tenderness and affection are also portrayed, complicating the narrative. For example, the father momentarily shows kindness by allowing the dog to sleep in the child’s bed. This juxtaposition highlights the intricate layers of human nature, where acts of both cruelty and compassion coexist, shaping the dynamics of the story.

Literary Works Similar to “A Dark Brown Dog” by Stephen Crane

Books/Articles

• Weatherford, Richard M. Stephen Crane. Routledge, 2013.
• Ben Khalifa, Taher. “Structuring Racist Ideologies in Stephen Crane’s “A Dark Brown Dog”: A Critical Discourse Analysis.” Journal of Applied Linguistics and Applied Literature: Dynamics and Advances 5.2 (2017): 15-46.
• Kaser, Joyce S. “A study of the world of the child in the short fiction of Stephen Crane.” (1967).
• Bassan, Maurice. “Stephen Crane and” The Eternal Mystery of Social Condition”.” Nineteenth-Century Fiction 19.4 (1965): 387-394.
• Snow, Sandra C. Stephen Crane’s New York City stories: a vision of hell. Central Michigan University, 1989.

Websites

• Stephen Crane Society: https://stephencranesociety.com/ This website, maintained by the Stephen Crane Society, offers a wealth of resources on Crane’s life and works, including critical essays and bibliographies. Explore the website for entries related to “A Dark Brown Dog.”

Suggested Readings about/on “A Dark Brown Dog” by Stephen Crane

1. “The Call of the Wild” by Jack London: Like “A Dark Brown Dog,” London’s novel explores the theme of the bond between humans and animals amidst harsh conditions. It follows the journey of a domesticated dog, Buck, as he adapts to the wild and learns to survive in the rugged landscapes of the Yukon.
2. “Of Mice and Men” by John Steinbeck: Steinbeck’s novella delves into the companionship between two drifters, George and Lennie, during the Great Depression. It examines themes of loneliness, friendship, and the fragility of dreams, paralleling the emotional complexity found in “A Dark Brown Dog.”
3. “Black Beauty” by Anna Sewell: Sewell’s classic novel is narrated from the perspective of a horse named Black Beauty, depicting his life journey through various owners and experiences. It addresses themes of empathy, animal welfare, and the bond between humans and animals, similar to the emotional depth explored in Crane’s story.
4. “White Fang” by Jack London: Another work by London, “White Fang” tells the story of a wild wolf-dog hybrid and his struggles for survival in the wilderness of the Yukon. Like “A Dark Brown Dog,” it examines themes of brutality, resilience, and the innate desire for companionship and connection.
5. “The Road” by Cormac McCarthy: McCarthy’s novel portrays the journey of a father and son through a post-apocalyptic landscape, exploring themes of survival, despair, and the enduring love between parent and child. While the setting and context differ, the emotional resonance and examination of human-animal relationships echo elements found in “A Dark Brown Dog.”

Representative Quotations from “A Dark Brown Dog” by Stephen Crane

Introduction: “The Lesson” by Toni Cade Bambara

“The Lesson” by Toni Cade Bambara first appeared in 1972 in her collection, Gorilla, My Love, shows her quality of weaving a social critique through the unfiltered lens of a young Black narrator. It confronts themes of economic inequality, the construction of self-identity, and the transformative power of education with a clarity and depth that continues to resonate with readers.

Main Events in “The Lesson” by Toni Cade Bambara

• Introduction of Miss Moore and Initial Impressions:
  • Miss Moore, a woman with nappy hair and proper speech, moves into the neighborhood.
  • Narrator and friends laugh at her, finding her boring and pretentious.
  • Miss Moore takes responsibility for the children’s education, organizing activities and outings.
• Outing with Miss Moore:
  • Miss Moore gathers the children to teach them about arithmetic on a hot day.
  • The group, including the narrator, resists Miss Moore’s attempts to educate them.
  • Miss Moore challenges the children’s understanding of money and economic disparity.
• Exploration of Economic Disparity:
  • Miss Moore hails cabs and takes the children to upscale areas of Manhattan.
  • Children are confronted with the extravagant prices of toys and goods.
  • Discussion arises about the unjust distribution of wealth and the children’s own circumstances.
• Contemplation on Value and Accessibility of Wealth:
  • Children reflect on the disparity between their lives and the wealth they witness.
  • They question the value of expensive items and the accessibility of wealth.
  • Miss Moore encourages critical thinking about societal structures and opportunities.
• Personal Reflection and Internal Conflicts:
  • Narrator struggles with feelings of anger and envy towards Miss Moore and Sugar.
  • Internal conflict arises as the narrator grapples with societal inequalities and personal limitations.
  • The narrator’s detachment from Sugar signals a shift in their relationship dynamics.
• Critical Questions and Realizations:
  • Miss Moore poses thought-provoking questions about democracy and equal opportunities.
  • Sugar acknowledges the unfairness of societal structures and economic disparities.
  • The children grapple with their understanding of privilege and social justice.
• Conclusion and Resolution:
  • The outing concludes with the children spending their remaining money on simple pleasures.
  • The narrator reflects on the day’s events and the lessons learned about society and inequality.
  • The children depart, each processing the experience in their own way, hinting at continued contemplation and growth.

Literary Devices in “The Lesson” by Toni Cade Bambara

Characterization in “The Lesson” by Toni Cade Bambara

Major Characters:

1. Miss Moore:
   • Description: Miss Moore is a black woman who moves into the narrator’s neighborhood. She has “nappy hair” and proper speech, which initially makes her the subject of ridicule among the children.
   • Personality: Miss Moore is educated and socially conscious. She takes it upon herself to educate the children in the neighborhood about societal inequalities and the importance of education.
   • Actions: Miss Moore organizes outings for the children, exposing them to the disparities between their lives and the lives of the affluent. She challenges the children’s perspectives and encourages critical thinking.
   • Significance: Miss Moore serves as a catalyst for the children’s awareness of economic inequality and social injustice.
2. The Narrator (Sylvia):
   • Description: The narrator is a young black girl who provides the first-person perspective of the story. She is rebellious, skeptical, and initially resistant to Miss Moore’s teachings.
   • Personality: Sylvia is outspoken and defiant, often expressing disdain for Miss Moore’s lessons and the affluent lifestyle she encounters on the outings.
   • Development: Throughout the story, Sylvia undergoes a transformation as she grapples with her understanding of societal disparities and her own identity.
   • Significance: Sylvia’s narrative voice offers insight into the experiences and perceptions of the children in the neighborhood, highlighting themes of education, inequality, and social justice.

Minor Characters:

1. Sugar:
   • Description: Sugar is Sylvia’s cousin and close friend. She shares Sylvia’s skepticism towards Miss Moore’s lessons but shows moments of insight and empathy.
   • Personality: Sugar is rebellious and street-smart but demonstrates a willingness to engage with Miss Moore’s teachings.
   • Actions: Sugar participates in the outings organized by Miss Moore and contributes to the discussions about economic inequality and societal disparities.
   • Significance: Sugar’s interactions with Sylvia and Miss Moore provide additional perspectives on the themes of the story and contribute to the development of the narrative.
2. Other Children (Flyboy, Junebug, Rosie Giraffe, Big Butt, Mercedes, Q.T.):
   • Description: These children from the neighborhood accompany Miss Moore and the narrator on the outings.
   • Personality: Each child exhibits unique traits and behaviors, ranging from curiosity to skepticism.
   • Actions: The children engage in discussions and observations during the outings, reflecting different attitudes towards Miss Moore’s teachings and the disparities they encounter.
   • Significance: The interactions among the children, as well as their responses to Miss Moore’s lessons, highlight the diversity of perspectives within the community and contribute to the exploration of themes such as economic inequality and education.

Major Themes in “The Lesson” by Toni Cade Bambara

1. Poverty and Wealth: The story creates a stark contrast between the children’s Harlem neighborhood and the luxurious F.A.O. Schwarz toy store. Miss Moore’s intention is to confront the children with the realities of economic inequality. They are forced to grapple with the limitations of their own lives compared to the extravagant displays of wealth that surround them. This harsh lesson is meant to spark a desire for education and social mobility.
2. Race: The children’s race shapes their experience in the store. They are acutely aware of not belonging in this affluent, mostly white space. Miss Moore highlights these racial dynamics. The saleswoman’s suspicion and the children’s invisibility point to the prejudices they face in a larger society.
3. Education as Liberation: Miss Moore views education as a tool for overcoming poverty and achieving a better life. The trip to F.A.O. Schwarz is a practical lesson, intended to show the children how education can open doors to opportunities they may not have considered. By understanding the world beyond their neighborhood, they are empowered to pursue a future free from limitations.
4. Self-Esteem and Identity: The children initially resist Miss Moore’s lesson, feeling shame and anger at their disadvantaged position. However, as the story progresses, some of them begin to grasp the importance of her message. The story ends with Sylvia’s newfound determination, suggesting that the children are developing a sense of agency and a more positive self-image. This newfound awareness will hopefully propel them to take charge of their destinies.

Writing Style in “The Lesson” by Toni Cade Bambara

1. Vivid Imagery: Bambara employs rich and descriptive language to vividly depict the setting and characters. Through detailed descriptions, readers can visualize the urban neighborhood, the upscale toy store, and the children’s reactions to their surroundings.
2. Authentic Dialogue: The dialogue in “The Lesson” feels authentic and true to life. Bambara captures the speech patterns and expressions of the characters, particularly the children from the neighborhood, adding realism and depth to the narrative.
3. Sardonic Tone: The narrative tone in “The Lesson” is sardonic and critical, reflecting the characters’ observations and commentary on societal disparities. Bambara uses irony and satire to highlight the economic inequalities faced by the characters and to critique social injustices.
4. First-Person Narrative: The story is told from the first-person perspective of the protagonist, Sylvia. This narrative choice allows readers to experience the events and emotions of the story through Sylvia’s eyes, providing insight into her thoughts, feelings, and perceptions.
5. Symbolism and Allegory: Bambara incorporates symbolism and allegory to convey deeper themes and messages. For example, the expensive toys in the toy store symbolize wealth and privilege, serving as a stark contrast to the economic realities of the children from the neighborhood.
6. Social Commentary: Through the interactions and experiences of the characters, Bambara offers social commentary on issues such as economic inequality, access to education, and the pursuit of social justice. The story serves as a critique of the existing societal structures and challenges readers to question the status quo.

Literary Theories and Interpretation of “The Lesson” by Toni Cade Bambara

Topics, Questions, and Thesis Statements about “The Lesson” by Toni Cade Bambara

Short Questions/Answers about/on “The Lesson” by Toni Cade Bambara

Literary Works Similar to “The Lesson” by Toni Cade Bambara

1. “Everyday Use” by Alice Walker:
   • Like “The Lesson,” this short story explores themes of economic disparity and the importance of heritage and education. Set in the rural South, it follows a mother and her two daughters as they navigate their differing values and perspectives on their family’s history and possessions.
2. “The Bluest Eye” by Toni Morrison:
   • Toni Morrison’s novel delves into themes of race, beauty standards, and societal oppression, similar to Bambara’s exploration of social injustice in “The Lesson.” Both works illuminate the struggles faced by marginalized communities and the quest for self-empowerment.
3. “The Lottery” by Shirley Jackson:
   • While tonally different, this classic short story shares thematic elements with “The Lesson,” particularly in its examination of societal norms and the consequences of blindly accepting tradition. Both works challenge readers to question established systems and norms.
4. “The Ones Who Walk Away from Omelas” by Ursula K. Le Guin:
   • Le Guin’s short story presents a thought-provoking allegory about the moral implications of societal prosperity at the expense of individual suffering. Similarly, Bambara’s “The Lesson” prompts readers to consider the ethical dimensions of economic inequality and social responsibility.
5. “Harrison Bergeron” by Kurt Vonnegut:
   • This dystopian short story explores themes of equality, individuality, and government control, echoing Bambara’s examination of societal structures and their impact on marginalized groups. Both works challenge readers to contemplate the implications of striving for equality at the expense of personal freedom.

Suggested Readings about/on “The Lesson” by Toni Cade Bambara

1. Bambara, Toni Cade. “The lesson.” Gorilla, my love (1972): 85-96.
2. Wright, Katy M. “The Role of Dialect Representation in Speaking from the Margins:“The Lesson” of Toni Cade Bambara.” Style 42.1 (2008): 73-83.
3. Naderi, Leila. “An African American Study of “The Lesson”, Toni Cade Bambara’s Short Story.”
4. Heller, Janet Ruth. “Toni Cade Bambara’s Use of African American Vernacular English in “The Lesson”.” Style 37.3 (2003): 279-293.
5. Hargrove, Nancy D. “The Comic Sense in the Short Stories of Toni Cade Bambara.” (1985).
6. Parker, Stacia. “Short Story Encounters: Pathos in Action in African-American Fiction.” (2012).
7. https://www.britannica.com/biography/Toni-Cade-Bambara

Representative Quotations from “The Lesson” by Toni Cade Bambara

1. Quotation: “Back in the days when everyone was old and stupid or young and foolish and me and Sugar were the only ones just right, this lady moved on our block with nappy hair and proper speech and no makeup.”
   • Context: The narrator, Sylvia, introduces Miss Moore, the newcomer to their neighborhood.
   • Theorization: This quotation sets the tone for the story, highlighting the socio-economic disparities within the community and the skepticism towards Miss Moore, who represents education and sophistication.
2. Quotation: “And the starch in my pinafore scratching the shit outta me and I’m really hating this nappy-head bitch and her goddamn college degree.”
   • Context: Sylvia expresses her discomfort during one of Miss Moore’s educational outings on a hot day.
   • Theorization: Sylvia’s resentment towards Miss Moore’s educational efforts reflects a resistance to the idea of being taught by someone perceived as different and superior, showcasing themes of pride and resistance.
3. Quotation: “Miss Moore ask what it cost. So we all jam into the window smudgin it up and the price tag say $300.”
   • Context: Miss Moore questions the children about the cost of a microscope in a store window.
   • Theorization: This moment highlights the children’s realization of economic disparities and the value of money, prompting them to question their own circumstances and societal inequalities.
4. Quotation: “‘This is the place,‘ Miss Moore say, presenting it to us in the voice she uses at the museum. ‘Let’s look in the windows before we go in.‘”
   • Context: Miss Moore guides the children to F.A.O. Schwarz, a high-end toy store.
   • Theorization: Miss Moore’s choice of venue exposes the children to a world of wealth and privilege, confronting them with the reality of their own economic limitations.
5. Quotation: “Me and Sugar bump smack into each other, so busy gazing at the toys, ‘specially the sailboat.”
   • Context: Sylvia and Sugar are overwhelmed by the expensive toys in the store.
   • Theorization: The sailboat symbolizes unattainable luxury for the children, emphasizing the theme of economic disparity and the desire for material possessions.
6. Quotation: “‘I’d like a shower. Tiring day,‘ say Flyboy.”
   • Context: After their visit to the toy store, the children express exhaustion and discomfort.
   • Theorization: Flyboy’s comment highlights the physical and emotional toll of their excursion, underscoring the challenges they face in navigating unfamiliar environments and social expectations.
7. Quotation: “‘Imagine for a minute what kind of society it is in which some people can spend on a toy what it would cost to feed a family of six or seven. What do you think?‘”
   • Context: Sugar reflects on the disparity between the cost of the sailboat and the basic needs of a family.
   • Theorization: Sugar’s question prompts critical reflection on societal values and priorities, challenging the children to consider the inequities embedded in their society.
8. Quotation: “‘Well, we got four dollars anyway,‘ she says. ‘Uh hun.‘”
   • Context: Sylvia and Sugar discuss their remaining money after the outing.
   • Theorization: The mention of the four dollars symbolizes the children’s return to their reality after their encounter with privilege, highlighting the resilience and pragmatism that enable them to navigate their circumstances.

Introduction: “Say Yes” by Tobias Wolff

“Say Yes” by Tobias Wolff first appeared in print in 1985, though the exact collection or magazine publication remains uncertain. The story’s strength lies in its ability to address the sensitive topic of race and interpersonal understanding within a seemingly ordinary domestic setting. Through its taut dialogue, the narrative builds tension between the couple, culminating in an ironic resolution that exposes the limitations of self-awareness and true connection, even within a seemingly close relationship.

Main Events in “Say Yes” by Tobias Wolff

• Introduction of Characters and Setting
  • The husband and wife are washing dishes together, engaging in casual conversation.
• Conflict Arises
  • Disagreement over interracial marriage emerges during their conversation.
  • Husband expresses his belief that interracial marriage is problematic due to cultural differences.
  • Wife challenges husband’s viewpoint, leading to tension between them.
• Tension Escalates
  • Husband becomes defensive and frustrated, feeling misunderstood.
  • Wife accidentally cuts her thumb, adding physical tension to the situation.
• Resolution Attempt
  • Husband rushes to help and tends to wife’s wound, attempting to diffuse the tension.
  • Wife insists on continuing the conversation, pushing the conflict forward.
• Intensifying Conflict
  • Husband feels cornered as wife challenges him to reconsider his stance.
  • Wife hypothetically places herself as a black woman, directly confronting husband’s beliefs.
• Climax
  • Wife directly asks if husband would marry her if she were black.
  • Husband hesitates and ultimately rejects the idea, leading to a significant emotional moment.
• Aftermath
  • Wife shows her anger and indifference by ignoring husband.
  • Husband, feeling hurt, tries to demonstrate indifference through meticulous cleaning.
• Resolution
  • Husband apologizes and offers to marry wife as a gesture of reconciliation.
  • Wife responds ambiguously, leaving the resolution uncertain.

Literary Devices in “Say Yes” by Tobias Wolff

Characterization in “Say Yes” by Tobias Wolff

Major Characters:

1. The Husband:
   • Description: The husband is a central character in the story, whose perspective is primarily presented. He is characterized by his defensive nature, traditional views on marriage, and underlying insecurities.
   • Examples:
     • He actively engages in household chores like washing dishes, portraying him as considerate and involved in domestic responsibilities.
     • His defensive attitude is evident during the conversation about interracial marriage, where he becomes agitated and defensive when his viewpoint is challenged.
     • His hesitation and ultimate rejection of the hypothetical scenario where his wife asks if he would marry her if she were black reveal his conservative beliefs and reluctance to confront his biases.
2. The Wife:
   • Description: The wife serves as a foil to the husband, challenging his beliefs and pushing him to reconsider his perspective on interracial marriage. She is portrayed as assertive, open-minded, and willing to confront uncomfortable truths.
   • Examples:
     • She challenges the husband’s views on interracial marriage, expressing her disagreement and advocating for a more inclusive and open-minded perspective.
     • Her willingness to engage in difficult conversations and push the husband to confront his biases is evident throughout the story.
     • Despite her assertiveness, she also demonstrates vulnerability, as seen when she accidentally cuts her thumb and seeks comfort from the husband.

Minor Characters:

1. Friend of Wife:
   • Description: Mentioned briefly in the story, the friend of the wife serves as an external influence that indirectly affects the husband’s behavior and perspective.
   • Example:
     • The husband recalls overhearing the friend congratulating the wife on having a considerate husband, which influences his behavior and motivates him to actively participate in household chores.
2. Black Girl from Husband’s Past:
   • Description: Referred to briefly in the story, the black girl from the husband’s past serves as a point of reference for his interactions with individuals from different racial backgrounds.
   • Example:
     • The husband mentions that the only black girl he knew was his partner in the debating club, suggesting limited exposure to diversity and potentially shaping his perspectives on interracial relationships.

Major Themes in “Say Yes” by Tobias Wollf

• Interracial Marriage:
  • The story revolves around the husband and wife’s differing perspectives on interracial marriage. The husband expresses reservations about the idea, citing cultural differences and societal norms as reasons for his reluctance. For example, he argues that individuals from different cultural backgrounds cannot truly understand each other, reflecting common societal biases against interracial relationships. Conversely, the wife challenges his viewpoint, advocating for love and mutual understanding as the basis for successful marriages regardless of race.
• Communication Within Relationships:
  • A key theme in “Say Yes” is the importance of effective communication within relationships. The husband and wife’s conversation about interracial marriage serves as a catalyst for deeper issues within their marriage. Their failure to truly listen to each other and empathize with differing perspectives leads to escalating tension and unresolved conflict. For instance, the husband’s defensive responses and the wife’s assertiveness highlight the breakdown in communication as they struggle to connect and understand each other’s viewpoints.
• Prejudice and Implicit Bias:
  • The story confronts issues of prejudice and implicit bias, particularly regarding racial stereotypes and societal norms. The husband’s reluctance to entertain the idea of marrying a black woman exposes underlying racial prejudices, despite his claims of not being racist. This is evident when he defensively argues against interracial marriage, revealing his own biases and preconceptions. The story prompts readers to examine their own implicit biases and societal conditioning, challenging them to confront uncomfortable truths about prejudice and discrimination.
• Complexity of Human Emotions:
  • “Say Yes” delves into the complexity of human emotions, portraying the characters’ vulnerability and insecurities amidst their disagreement. The husband’s internal turmoil and the wife’s emotional resilience underscore the intricate layers of love, fear, and uncertainty that define human relationships. For instance, the husband’s hesitation and ultimate rejection of the hypothetical scenario where his wife asks if he would marry her if she were black reveal the deep-seated emotions and fears that underlie their interaction. Through these themes, Wolff crafts a nuanced exploration of the human experience, prompting readers to reflect on the complexities of love, identity, and societal expectations.

Writing Style in “Say Yes” by Tobias Wollf

• Conversational Tone:
  • The story adopts a conversational tone, mirroring the natural flow of dialogue between the husband and wife.
  • The dialogue feels authentic and realistic, allowing readers to immerse themselves in the characters’ interactions.
• Direct Narrative Style:
  • The narrative is straightforward and direct, focusing on the unfolding conversation between the husband and wife.
  • There is minimal embellishment or ornate language, emphasizing the clarity and immediacy of the communication between the characters.
• Descriptive Language:
  • Descriptive language is used sparingly but effectively to create vivid imagery and enhance key moments in the story.
  • Vivid descriptions, such as the depiction of blood dripping from the wife’s thumb, evoke sensory experiences and heighten the emotional impact of the scene.
• Internal Monologue:
  • The story occasionally delves into the internal thoughts and reflections of the husband, providing insight into his motivations and emotions.
  • Internal monologue offers readers a glimpse into the character’s inner turmoil and reinforces the conflict between his public and private personas.
• Symbolism and Metaphor:
  • Symbolism and metaphor are employed to enrich the narrative and convey deeper thematic layers.
  • The act of washing dishes symbolizes the ongoing dynamics of the husband and wife’s relationship, while the meticulous cleaning of the kitchen serves as a metaphor for the husband’s efforts to repair their marital harmony.
• Subtle Irony:
  • The story incorporates subtle irony to underscore the characters’ misunderstandings and the complexity of their relationship.
  • Irony is evident in moments where the characters’ actions or statements inadvertently reveal deeper truths about their attitudes and vulnerabilities.
• Emotional Resonance:
  • The writing style elicits emotional resonance by capturing the nuanced dynamics of the husband and wife’s relationship.
  • Readers are drawn into the characters’ conflicting perspectives and emotional struggles, fostering empathy and engagement with the story.

Literary Theories and Interpretation of “Say Yes” by Tobias Wolff

Note:

• Literary criticism offers a variety of approaches to analyzing literature. This table explores two possible interpretations, but there are many other valid schools of thought.
• Additional theories, such as reader-response criticism or psychoanalytic criticism, could also be applied to gain deeper insights into “Say Yes.”

Topics, Questions and Thesis Statements about “Say Yes” by Tobias Wolff

Short Questions/Answers about/on “Say Yes” by Tobias Wolff

1. What is the central conflict in “Say Yes” by Tobias Wolff? The central conflict in “Say Yes” revolves around the husband and wife’s differing perspectives on interracial marriage. While the husband expresses reservations about the idea, citing cultural differences and societal norms, the wife challenges his viewpoint, advocating for love and mutual understanding as the basis for successful marriages regardless of race. Their disagreement escalates throughout the story, reflecting broader societal tensions and prejudices surrounding interracial relationships.
2. How does communication contribute to the tension in “Say Yes”? Communication plays a pivotal role in contributing to the tension between the husband and wife in “Say Yes” by Tobias Wolff. Their failure to truly listen to each other and empathize with differing perspectives leads to escalating conflict and unresolved tension. The husband’s defensive responses and the wife’s assertiveness highlight the breakdown in communication as they struggle to connect and understand each other’s viewpoints, ultimately exacerbating the conflict.
3. What role does prejudice play in “Say Yes”? Prejudice and implicit bias are significant themes in “Say Yes” by Tobias Wolff, particularly regarding racial stereotypes and societal norms. The husband’s reluctance to entertain the idea of marrying a black woman exposes underlying racial prejudices, despite his claims of not being racist. His defensive arguments against interracial marriage reveal his own biases and preconceptions, prompting readers to reflect on societal conditioning and confront uncomfortable truths about discrimination.
4. How do the characters’ emotions evolve throughout “Say Yes”? In “Say Yes” by Tobias Wolff, the characters’ emotions undergo significant evolution as the story unfolds. Initially, the husband’s defensive demeanor and the wife’s assertiveness reflect their differing perspectives on interracial marriage. However, as the conversation escalates and tensions rise, deeper emotions and vulnerabilities come to the surface. The husband’s internal turmoil and the wife’s emotional resilience underscore the intricate layers of love, fear, and uncertainty that define their relationship, prompting readers to reflect on the complexities of human emotions.

Literary Works Similar to “Say Yes” by Tobias Wolff

1. “Hills Like White Elephants” by Ernest Hemingway: This short story explores themes of communication, conflict, and cultural differences through a conversation between a man and a woman at a train station. Like “Say Yes,” it delves into the complexities of relationships and the challenges of conveying meaning through dialogue.
2. “Interpreter of Maladies” by Jhumpa Lahiri: This collection of short stories examines themes of identity, communication, and cultural clashes within relationships. Like “Say Yes,” many of the stories revolve around interpersonal conflicts and the nuances of human connection.
3. “The Story of an Hour” by Kate Chopin: This classic short story delves into themes of marriage, freedom, and individuality. Like “Say Yes,” it explores the complexities of relationships and the impact of societal norms on personal autonomy.
4. “Everyday Use” by Alice Walker: This short story explores themes of heritage, identity, and familial conflict. Like “Say Yes,” it delves into the tensions that arise when individuals hold different perspectives and values within a family dynamic.
5. “Cat in the Rain” by Ernest Hemingway: Another short story by Hemingway, “Cat in the Rain” explores themes of loneliness, communication, and unfulfilled desires. Like “Say Yes,” it delves into the intricacies of human relationships and the emotional distance that can exist between individuals.

Suggested Readings about/on “Say Yes” by Tobias Wolff

Sources

• MAMBROL, NASRULLAH. “Analysis of Tobias Wolff’s Stories.”
• Sykes, Carol A. “Albee’s Beast Fables:” The Zoo Story” and” A Delicate Balance”.” Educational Theatre Journal 25.4 (1973): 448-455.
• Eyre, Richard, and Carole Zucker. In the company of actors: Reflections on the craft of acting. Routledge, 2016.
• Lyons, Bonnie, Bill Oliver, and Tobias Wolff. “An Interview with Tobias Wolff.” Contemporary literature 31.1 (1990): 1-16.
• Wolff, Tobias. This boy’s life: A memoir. Grove/Atlantic, Inc., 2007.

Representative Quotations from “Say Yes” by Tobias Wolff

Introduction: “Bullet in the Brain” by Tobias Wolff

“Bullet in the Brain” by Tobias Wolff first appeared in 1995, finding its place within the esteemed collection, The Night in Question. The story has garnered acclaim for its masterful use of suspense and its willingness to delve into the murky depths of moral ambiguity. Through a meticulously crafted narrative, Wolff transports the reader into the psyche of a protagonist facing a high-stakes predicament. This exploration of internal conflict compels the reader to engage with nuanced questions of right and wrong, particularly when confronted with the stark realities of violence.

Main Events in “Bullet in the Brain” by Tobias Wolff

Literary Devices in “Bullet in the Brain” by Tobias Wolff

Characterization in “Bullet in the Brain” by Tobias Wolff

Major Characters:

1. Anders: He is the central character of the story, portrayed as a cynical and disgruntled book critic. Anders is depicted as cantankerous and easily irritated, evident from his reaction to the mundane conversations in the bank queue. His disdain for the world around him is highlighted through his sarcastic remarks and cynical attitude towards the unfolding bank robbery. For example, when the robbery begins, instead of reacting with fear or panic like the other customers, Anders continues his sarcastic commentary, even mocking the robber’s dialogue.
2. Bank Robbers: Though not extensively developed, the bank robbers play a crucial role in the story as the catalyst for Anders’ introspection and revelation. They serve to disrupt the mundane routine of Anders’ life and ultimately lead to his moment of epiphany. The robbers are portrayed as menacing and ruthless, instilling fear in the bank’s customers with their weapons and threats.

Minor Characters:

1. Tellers and Customers: The tellers and customers in the bank represent the ordinary people caught up in the extraordinary situation of a robbery. They serve as a backdrop to Anders’ character, reacting in varying ways to the unfolding events. The women in front of Anders engage in banal conversation, providing a contrast to his internal cynicism. The tellers, on the other hand, comply with the robbers’ demands, showcasing a mixture of fear and resignation.
2. Guard: The guard in the bank is briefly mentioned but serves as a symbol of authority and security. His helplessness when faced with the armed robbers underscores the vulnerability of ordinary individuals in the face of violence.

Major Themes in “Bullet in the Brain” by Tobias Wolff

Writing Style in “Bullet in the Brain” by Tobias Wolff

• Third-Person Limited Point of View: The story unfolds primarily from Anders’ perspective, allowing readers direct access to his thoughts and emotions. However, it’s not a complete internal monologue. The narration maintains a slight distance, offering objective details about the surroundings and events. This creates a sense of intimacy with Anders while allowing the reader to form their own interpretations.
• Vivid Imagery and Sensory Details: Wolff uses sharp sensory details to bring the story’s world to life. We experience the frustration of the slow bank line (“the air thick with the smell of floor wax and desperation”) and the chaotic aftermath of the shooting (“a searing pain erupted in his head”). These details immerse the reader in the moment, heightening the emotional impact.
• Shifting Temporality: The story primarily follows a linear timeline leading to the shooting. However, Wolff incorporates flashbacks, particularly a detailed memory of Anders’ childhood baseball game. This shift in time disrupts the narrative flow, mirroring the disruption Anders experiences in his own memory.
• Sparse and Direct Prose: Wolff’s writing style is characterized by clean, unadorned prose. He avoids excessive exposition, letting the actions and dialogue reveal the characters and their relationships. This allows the story’s deeper themes to emerge organically.
• Sarcastic and Cynical Tone: Before the shooting, Anders’ inner voice is often laced with sarcasm and cynicism. He criticizes the world around him and seems emotionally distant. This tone reflects his jaded perspective and alienation.
• Shifting Tone After the Trauma: The shooting acts as a turning point in the story’s tone. As Anders grapples with his mortality and memory loss, a sense of vulnerability emerges. The sarcasm lessens, replaced by a more introspective and contemplative tone.

Literary Theories and Interpretation of “Bullet in the Brain” by Tobias Wolff

Additional Notes:

• The story can also be interpreted through the lens of Symbolism. The bullet itself becomes a symbol of violence, mortality, and the disruption of Anders’ normal life.
• The Shifting Temporality can be seen as a reflection of Anders’ fractured memory and his struggle to piece together his identity.

Topics, Questions and Thesis Statements about “Bullet in the Brain” by Tobias Wolff

Short Questions/Answers about/on “Bullet in the Brain” by Tobias Wolff

• What is Anders’ initial emotional state in “Bullet in the Brain”?
• Bitter and Cynical: Stuck in a slow bank line, Anders criticizes the people around him. His internal monologue is full of sarcasm, reflecting a general sense of negativity. (“If they’re not chopping off the wrong leg, or bombing your ancestral village, they’re closing their positions.”) [This quote highlights his cynical outlook]
• What is the significance of the shooting in the story?
• Mortality and Disruption: The shooting is a pivotal moment. It forces Anders to confront his own mortality and the fragility of life. The bullet also disrupts his memory, leaving him with a sense of disorientation and a missing piece of his past. (“A searing pain erupted in his head…”). [Quote emphasizes the physical and mental impact]
• What is the lost childhood memory about?
• Stray Dog and Self-Understanding: While facing death, Anders desperately tries to recall a specific memory from his youth involving a stray dog. This missing memory seems to hold some significance for his sense of self, but he can’t grasp its meaning. (“He tried to remember the dream, but it was gone… What did it mean, anyway?”) [Quote reflects his struggle to understand the memory’s importance]
• How does the story portray the relationship between Anders and his wife?
• Shifting Perception and Connection: Before the shooting, Anders seems emotionally distant from his wife. However, the trauma forces him to see her in a new light. He recognizes the depth of their shared experience and the importance of human connection. (“He looked at her then, and for the first time in years, really looked at her.”) [This quote shows a shift in his perception of their relationship]

Literary Works Similar to “Bullet in the Brain” by Tobias Wolff

1. “A Good Man is Hard to Find” by Flannery O’Connor: Like “Bullet in the Brain,” this short story explores themes of mortality, redemption, and the unexpected turns of fate.
2. “The Lottery” by Shirley Jackson: This classic short story also delves into the darker aspects of human nature and societal norms, much like Wolff’s work.
3. “Where Are You Going, Where Have You Been?” by Joyce Carol Oates: Oates’s story shares a sense of impending doom and psychological tension, akin to the atmosphere created in “Bullet in the Brain.”
4. “A Perfect Day for Bananafish” by J.D. Salinger: Salinger’s short story, like Wolff’s, portrays a moment of realization and disillusionment, albeit in a different context.
5. “The Tell-Tale Heart” by Edgar Allan Poe: This classic tale of guilt and madness, similar to “Bullet in the Brain,” explores the psyche of its protagonist in a captivating and chilling manner.

Suggested Readings about/on “Bullet in the Brain” by Tobias Wolff

Books/Articles/Websites

• Wolff, Tobias. “Bullet in the Brain.” The New Yorker 71.29 (1995): 25.
• Lyons, Bonnie, Bill Oliver, and Tobias Wolff. “An Interview with Tobias Wolff.” Contemporary literature 31.1 (1990): 1-16.
• Wolff, Tobias. This boy’s life: A memoir. Grove/Atlantic, Inc., 2007.

Websites

• The Tobias Wolff Collection. Literary Arts. https://literary-arts.org/archive/tobias-wolff/
• Tobias Wolff: The Art of Storytelling. YouTube. https://m.youtube.com/watch?v=MPnVlauAebA (Interview)

Representative Quotations from “Bullet in the Brain” by Tobias Wolff

Introduction: “I Stand Here Ironing” by Tillie Olsen

“I Stand Here Ironing” by Tillie Olsen first appeared in 1956, a year brimming with social upheaval and self-examination within the United States. Initially published in Pacific Spectator and Stanford Short Stories, the work later found a permanent home in Olsen’s 1961 collection, Tell Me a Riddle. The story’s enduring strength lies in its innovative stream-of-consciousness narration. Through this technique, the protagonist, a working-class mother, grapples with the intricacies of motherhood and the weight of missed chances. Olsen’s poignant portrayal sheds light on the challenges faced by women of this socioeconomic background, particularly the lasting impact on the often-fraught bond with their children.

Main Events in “I Stand Here Ironing” by Tillie Olsen

1. Reflections while Ironing: The narrator, a mother, ponders her daughter’s life as she irons, grappling with memories and emotions.
2. Teacher’s Concern: A teacher expresses worry about the daughter’s well-being, leading the mother to question her own abilities and role.
3. Struggles with Time: Amidst the daily grind, the mother finds it challenging to carve out moments for reflection on her daughter’s journey.
4. Early Memories: Recollections of the daughter as a baby, juxtaposed with the later hardships and adversities she faces.
5. Financial Hardships: The family’s financial struggles force the mother to work, leaving the daughter in the care of others, shaping her early years.
6. Return from Absence: The daughter returns changed after a period away, bearing the marks of physical and emotional hardships endured.
7. Nursery School Necessity: Despite reservations, nursery school becomes a necessity, introducing new challenges and experiences for the daughter.
8. Loneliness and Resilience: The daughter copes with loneliness and discomfort at school, yet displays resilience in the face of adversity.
9. Guilt and Parenting: The mother grapples with guilt over past decisions and their impact on her daughter’s well-being and development.
10. Health Struggles: The daughter faces health challenges, including nightmares and a difficult experience at a convalescent home.
11. Moments of Joy: Despite adversity, the daughter experiences moments of joy, creativity, and resilience throughout her journey.
12. Social Pressures: The mother reflects on societal pressures and their impact on her daughter’s self-image and development.
13. Educational Challenges: The daughter struggles with school, navigating issues of confidence and academic performance.
14. Discovery of Talent: The daughter discovers her talent for comedy and performance, bringing recognition but also new challenges and expectations.
15. Acceptance and Hope: The story ends with the mother’s acceptance of her daughter’s complexities and a desire for her to be seen beyond her struggles, hoping for a brighter future.

Literary Devices in “I Stand Here Ironing” by Tillie Olsen

Characterization in “I Stand Here Ironing” by Tillie Olsen

Major Character:

• The Narrator (Emily’s Mother):
  • Sacrificial and Selfless: “we squeezed our budget to a nub for that year.” (Highlights her sacrifices for Emily)
  • Overwhelmed and Frustrated: “the iron hung heavy in my hand” (Symbolism of the burden she feels)
  • Loving but Doubtful: *”what in me demanded that goodness in her?” (Questions her parenting methods)

Minor Characters:

• Emily:
  • Creative and Expressive: “her imagination vivid and hungry” (Shows her artistic potential)
  • Sensitive and Neglected: “the hurt that never showed in her face” (Suggests emotional struggles)
  • Resilient and Hopeful: “there is still enough of her left to live by” (Hints at her potential to overcome challenges)
• The Father:
  • Absent and Unreliable: “left me when Emily was a baby” (Limited information, but suggests lack of support)
  • Unclear Communication: “It was only with the others I remembered what he said…” (His words have little impact)

Please note:

• The story is told from the mother’s perspective, so we get a more detailed view of her character.
• The characterization of Emily and the father relies more on indirect methods like the mother’s thoughts and memories.

Major Themes in “I Stand Here Ironing” by Tillie Olsen

1. Complexities of Motherhood: Tillie Olsen’s “I Stand Here Ironing” delves into the multifaceted nature of motherhood, portraying the narrator’s internal struggles, guilt, and introspection regarding her daughter’s upbringing. For instance, the narrator reflects on her daughter’s early years, marked by financial constraints that forced her to leave the child in the care of others while she worked. This complexity is evident throughout the narrative as the mother grapples with her perceived shortcomings and attempts to reconcile her past decisions with their impact on her daughter’s life.
2. Influence of Poverty and Societal Expectations: The story vividly illustrates the pervasive influence of poverty and societal norms on the characters’ lives. The narrator’s economic hardships compel her to make difficult choices regarding her daughter’s care, such as sending her to nursery school despite doubts about its quality. The daughter’s experiences of loneliness, discrimination, and social alienation further underscore the impact of socioeconomic status on individual lives, shaping their perceptions and opportunities.
3. Struggles of Adolescence: “I Stand Here Ironing” also explores the tumultuous journey of adolescence, particularly the daughter’s quest for self-discovery and identity amidst adversity. Despite facing various challenges, including illness and social isolation, the daughter exhibits resilience and inner strength. For example, she discovers her talent for comedy and performance, finding solace and recognition in her creative pursuits despite societal pressures and expectations.
4. Resilience in the Face of Adversity: Throughout the narrative, Olsen emphasizes the resilience of the human spirit in confronting life’s hardships. Despite the mother’s regrets and the daughter’s trials, both characters demonstrate an enduring capacity for love, hope, and growth. Moments of connection and understanding between the mother and daughter, as well as the daughter’s ability to find joy and meaning in life despite her circumstances, exemplify this theme. Overall, “I Stand Here Ironing” underscores the resilience of individuals in overcoming challenges and adversity, highlighting the enduring power of human spirit.

Writing Style in “I Stand Here Ironing” by Tillie Olsen

Literary Theories and Interpretation of “I Stand Here Ironing” by Tillie Olsen

Topics, Questions, and Thesis Statements about “I Stand Here Ironing” by Tillie Olsen

Short Questions/Answers about/on “I Stand Here Ironing” by Tillie Olsen

Literary Works Similar to “I Stand Here Ironing” by Tillie Olsen

1. “The Yellow Wallpaper“ by Charlotte Perkins Gilman: This short story explores themes of mental illness, confinement, and patriarchal oppression through the perspective of a woman confined to a room by her husband. Like “I Stand Here Ironing,” it delves into the complexities of women’s experiences and challenges societal norms.
2. “Everyday Use“ by Alice Walker: This short story examines the dynamics between family members and the clash of values between generations. It explores themes of heritage, identity, and the struggle for self-definition, similar to Olsen’s exploration of identity and self-discovery in “I Stand Here Ironing.”
3. The Joy Luck Club by Amy Tan: This novel delves into the complex relationships between mothers and daughters, exploring themes of cultural identity, intergenerational conflict, and the immigrant experience. Like Olsen’s work, it offers insights into the challenges faced by women and the resilience required to navigate them.
4. The Glass Castle by Jeannette Walls: This memoir recounts the author’s unconventional upbringing in a dysfunctional family marked by poverty, instability, and neglect. Similar to “I Stand Here Ironing,” it explores the impact of parental decisions on children and the resilience needed to overcome adversity.
5. The Bell Jar by Sylvia Plath: This semi-autobiographical novel explores themes of mental illness, societal expectations, and the struggle for identity and autonomy. Like Olsen’s work, it offers a poignant portrayal of a woman’s inner turmoil and quest for self-understanding in a challenging world.

Suggested Readings about/on “I Stand Here Ironing” by Tillie Olsen

• Kirschner, Linda Heinlein. “I Stand Here Ironing by Tillie Olsen.” The English Journal 65.1 (1976): 58-59.
• Olsen, Tillie. Silences. Feminist Press at CUNY, 2003.
• Olsen, Tillie. Tell me a riddle. Rutgers University Press, 1995.
• Martin, Abigail. “Tillie Olsen.” (1984).
• Rosenfelt, Deborah. “From the Thirties: Tillie Olsen and the Radical Tradition.” Feminist Criticism and Social Change (RLE Feminist Theory). Routledge, 2013. 216-248.
• Olsen, Tillie. I stand here ironing. ProQuest LLC, 2002.
• https://www.britannica.com/biography/Tillie-Olsen
• http://www.tillieolsen.net/about-tillie.php
• https://jwa.org/encyclopedia/article/olsen-tillie

Representative Quotations from “I Stand Here Ironing” by Tillie Olsen