Short story from Bill Tope

Mixed Bag

Scott Brown sat on the sofa in the shadowy living room of his modest clapboard house, a warm beer clutched in his hand. His clouded mind journeyed back through the previous year. What might he have done differently? he wondered. And what should he do next? With a tired sigh he sat up straight. There was no time like the present, he decided.

One year ago

The call came in at 3pm Central Standard Time. I was living in Illinois, across the river from St. Louis, 20 minutes from the Gateway Arch. I didn’t recognize the number, so I ignored the summons at first. But when the call went to voicemail, they hung up and then called back immediately and, thinking it could be important, I picked up. It was.

I said, “Hello?”

“Mr. Brown, please?” asked the young-sounding male voice. “I need to reach Mr. Brown or another member of the Brown family.”

“You got him,” I said easily, expecting a spiel on a Medicare advantage plan or something. “This is Scott Brown.”

“Mr. Brown, are you related to Phillip Brown?”

Instantly my heart sank. I had neither seen nor heard from Phil for many years and I knew this could not be good news.

“Phil’s my brother,” I told the man.”Mr. Brown,” he said, “this is the San Francisco Medical Examiner. I have some bad news to deliver to you.”

That sealed it. He continued, “Your brother was found deceased in his Veterans’ Housing apartment earlier this week. I am very sorry, sir.”

I took a great breath and then released it. “Can you tell me anything about the circumstances of his passing?” I asked. I had assumed for years that he was already dead.

“Yes, of course. He was reported as unheard from by a wellness worker three days ago and the police were summoned and when they arrived they gained access to the apartment through the building manager. Phillip was unresponsive and emergency workers were unable to revive him. There was no sign of foul play…””How long had he been…deceased?” I asked

.”He was last sighted on Oct. 23,” the ME told me. I glanced at the calendar on my laptop: it said Nov. 14.I shook my head.

“I’ve very sorry for your loss,” the man said again. “Did he have any children that you’re aware of?” he asked. An old joke, but serious as a heart attack.

“I’ve no idea,” I said honestly. “How did he die?” I asked.

“There was drug paraphernalia found in his residence,” said the man. “And his remains tested positive for fentanyl.”

“So, just another statistic, huh?” I asked bleakly.

“I’m afraid so. I wish there was more I could tell you.”

“Thank you.”

“Could you tell me when you last saw your brother?” he asked next.

“It’s been right on 50 years,” I said.

“I see. I’m required to ask,” said the man, “if you wish to make funeral arrangements?”

“No,” I replied at once. “Regretfully,” I added.”

I understand,” he said, then he told me how sorry he was again and we ended the call. I went through a maelstrom of emotions: loss, anger, indifference, then loss again.

My brother and I had little in common, going back to when we were youngsters. But there is an indelible bond that exists between individuals, particularly family members, who have known one another for all their lives. I had often fantasized about what I would do if ever Phil would come home, the prodigal son, and beg forgiveness. I’d told myself I would spurn him, deny him entrance to the home that I’d inherited from our parents; a home that we’d shared as children. But, would I have treated him so indifferently? I still don’t know.

I walked into the kitchen, fetched a can of beer and returned to the living room and sat down on the sofa. I reached out and seized the large half-filled bottle of liquid cold meds. Unscrewing the cap, I took an unmeasured swig of the gloppy green fluid, then shuddered at the awful after taste. I popped the tab on the beer and took a big drink. And thus began the evening,

The next morning, I awoke slumped on the sofa. I stared blearily at the forest of spent beer cans and the now-empty bottle of cold medicine. Then I recalled the night before. The phone call from California. For a long moment, I wondered whom I should notify of Phil’s death. There was no one in our immediate family left to inform; my parents had predeceased us and I had no other siblings. We’d had just two aunts and uncles and a small handful of cousins growing up and they were all long gone or unreachable.

Apart from my parents, family had not figured prominently in my life for many years. I had no best friend to be consoled by and no significant other; no friends I ran with. I was a 71-year-old disabled man with practically no connection to the world outside the four walls of my home. I no longer even drove, and my most frequent visitors were the kid who mowed the lawn and the man who delivered my mail. Feeling an almost overwhelming aloneness, I cast my thoughts back to my brother.

Phil had in part made me the man I became. My parents’ disappointment in Phil’s lack of effort in school, despite his native intelligence and creativity, served to make me study that much harder, in order to please them. Perhaps Phil thought I did it to show him up, but it wasn’t like that. The older I got, the more Phil’s resentment seemed to build, manifesting itself in beatings and scorn and overt animosity towards his younger brother. I grew up believing that all sibling relationships mirrored our own, but discovered, years later, that genuine love often existed between brothers. Phil was always hugely popular with people unrelated to him.

“You got a fine son there, Carol,” they would tell my mom. “He always pitches in and helps out.”

“He does?” my mom would ask in surprise. That didn’t sound like Phil. From a tender age, he got into trouble with the police. Be it a curfew violation, maliciously setting a field afire or even pounding pennies into dime-sized tokens with a hammer and feeding them into vending machines, he was never idle. He became an embarrassment. When he came of age, the authorities ceased taking his mischief so lightly.

“Mr. Brown,” the policeman addressed my father at the door, “I’m afraid your son stole a car.”

“Well, I’ll be damned,” muttered Dad in dismay. That was neither the first instance nor the last. More thievery, shoplifting, breaking into the residence of a family friend, it just went on and on. My brother left home at 19, bound for the war in Vietnam. It was either that or go to prison, by order of the judge, for what amounted to a penny-ante offense. The judge, probably a veteran of WWII, remarked from the bench that it might “straighten you out,” meaning my teenage brother.

In the mid-60s the U.S. Army was eager for recruits and my brother didn’t fancy a jail cell. So Phil chose Nam. When he returned, 20 months later, it was with a less-than-honorable discharge. What was once a casual flirtation with illegals had morphed into a serious romance with hard drugs.

During his service, I recall my mom receiving in the mail unopened cartons of American cigarettes. She didn’t realize that these were not Marlboros, but rather, professionally-rolled marijuana doobies. I hadn’t the heart to tell her the truth, and she put them away for Phil’s return.

I now found myself streaming every memory, good and bad, that I had of my brother, from the time I was born until age 12, when Phil went to Southeast Asia. When my parents saw Phil off at the bus station, he hugged my mom and gravely shook hands with my dad. He utterly ignored me. The next time I saw him, other than when he was only passing through, was when I was 17, and he took up residence in our hometown. He never invited me to his home. He borrowed money from our father and then split town, leaving my dad in the lurch. Still, he was forgiven.

When I saw him next, he was being sentenced to prison on some inflated, improbable charge: possessing burglary tools. He was no doubt intent on robbing the drugstore, but had he had a competent attorney, he would not have gone down for it and would not have done time. Phil was anxious for my folks to forfeit their modest home in order to make his bond and acquire a lawyer for him, but once burned, twice warned. Convinced he would flee the state if released, they turned their back on him. I was glad they did.

At length, while serving time in the maximum-security state prison, Phil wrote me a letter for the first and only time in his life and asked me to ferry his girlfriend the 80 miles in my car to visit him. I did this twice, but the first time we were face to face, Phil would not even look at me, much less shake my hand. Was it shame, disdain or just complete indifference?

In between visits to the prison, I romanticized my brother as I sped along lonely highways in my jalopy 1964 VW Beetle. I pictured Phil as the title character in the Elton John tune “Daniel,” as it played over the tinny speakers of my car stereo. I had always longed to admire my brother and, growing up, I repeatedly got into scuffles with friends who branded him a “hood” and later, a criminal. Under the reproving gaze of my contemporaries, I lost friends and, in many instances, never made them in the first place.

I made a second and final visit to the prison, taking along Jayla, Phil’s love interest. If anything, he was even more remote than the first time I’d been there. After that, the girlfriend got her own transport and I was not invited along.

That was the last contact we made but for one. Phil reached out to me once more, shortly after he got out of prison. As a life-long diabetic, I injected myself daily. Cagily, Phil asked me to get him a “rig,” a glass and metal hypodermic syringe, with which he could inject hard drugs. This was the first time we had spoken in two years.

“I can’t,” I told him. “Why not?” he demanded. “Well,” I said, “because it’s illegal? “He hung up on me. When Dad died 20 years ago, Phil did not make an appearance at the funeral. And when Mom passed a handful of years ago, his absence was once again conspicuous. His long-time best friend came to the funeral home after Mom died and told me that Phil had perished in the Nevada desert at the hands of supposed friends.

“Three went into the desert,” he said ominously, “and only two came out.” So then I forgave Phil for denying our parents their eldest son for decades. I remembered my father, stricken with Alzheimer’s and crying in his room at the nursing home over his missing son. And my mom, sitting forlornly in her recliner at age 90, wondering when her son would make his way home.

Fast forward a lifetime and the call from the San Francisco Medical Examiner. My brother, I decided, had not progressed, he had not evolved; he was the same dismal, shameless but oddly appealing figure he had always been. Sitting alone in the dark–how long had I been reminiscing–I drew a great breath and let it out, then cursed myself for a fool as a single tear traced its way down my cheek. He had died alone and for that I was profoundly saddened. I knew that a similar fate probably awaited me, as I had no friends. To the very end, my brother never failed–to disappoint. I shrugged and opened another beer.

Two days later

In the aftermath of my brother’s death, I decided to pen an obituary, as a service to those few remaining people who might have known him. But even a brief notice in my local newspaper cost more than $500 and, being nearly as poor as my late brother, I opted instead to use a free service to publish the obituary online. That made more sense, inasmuch as many of his old acquaintances might have left the area over the years and could readily access the item online. I struggled, but eventually came up with something that was serviceable and published it.

Two weeks later I got another stunning phone call, this one from Colorado. The caller, a woman with an eerily familiar voice, and I talked for almost an hour. I had never met her before, but we shared a thread of history. She said she wanted to meet me. She said she would fly in a few days later.

On a Friday, three weeks to the day after I learned of my brother’s death, I met Phil’s daughter, Jasmine. She told me she was the offspring of Phil and his long-time girlfriend, Jayla.

“Hi, Uncle Scott,” she deadpanned. She leaned in for a cursory hug and I hugged her back. “Call me Jaz,” she said. Jaz was born in Las Vegas in 1986, making her 39-years-old. With her high cheekbones and chiseled facial features she favored Phil. I could scarcely recall Jayla, having seen her only twice. Jaz told me she had only a few short minutes before she had to catch a flight to New York. We sat on the sofa. I offered coffee but she waved it away, saying she had only minutes before she had to leave.

“When’s the last time you saw your dad?” I asked her.

“To begin with,” Jaz replied, “I don’t consider him my dad, or even my father. I consider him to be the sperm donor. My dad is my stepfather, Edward Smith. He lives in Boulder, Colorado, where I was raised.”

“So when did you last see Phil?” I asked in a different way.

“When I was a-year-old,” she said. “Of course I don’t remember. My mom, whom he dumped after she got pregnant with me, went to San Francisco, where he’d moved, to show me off, to introduce us.” She grew silent.

“How did that go?” I asked.

“Mom said he showed zero interest, in either one of us,” Jaz replied with a grim expression. “He didn’t even ask to hold me,” she said. “But he screwed her again and she got pregnant again, and nine months later I had a little sister.”

“Phil has a second child?” I asked with surprise. “Where is she? What’s her name?”

“Michelle Menendez,” said Jaz. “She’s married, got two kids; she’s very happy.” She smiled a little.

“I’m so glad to hear that,” I said warmly. “Glad that something positive emerged from Phil’s troubled life. You’re married too, you said?”

“For the time being. I’m going through a divorce.” She stared thoughtfully into space.

“And you have a daughter,” I remembered aloud.

“Jayla,” she said, flashing Phil’s smile. “She’s 19. Named after my mom.” She looked up at me. “Mom’s the reason I reached out to you, Scott,” she said. “She said she met you when you took her to the prison to see Phil, all those years ago, and she was impressed by what a stand-up guy you were. She said that Phil was no account, but that she thought something of you.”

“You told me she passed away,” I said, recalling our phone call.

“Two years ago,” she said. “I know that you didn’t really get to know her well, but losing her left a hole in my heart, you know? We’re a close family.”

I nodded, regretting that Jayla and I had not remained in touch. Jaz perhaps read my mind. She said, “Mom was determined to put the whole Illinois experience out of her mind. She grew up here too, but after Phil, she never came back.”

“Did Phil know that she passed?” I asked Jaz. She shrugged. “I don’t know, I didn’t tell him. I didn’t even know if he was still alive. I searched the web and found a lot of Phillip Browns, but nothing that matched, nothing that rang a bell. I put an obituary online, like you did, but I didn’t get a nibble from the man who told my mother he would love her forever…”I nodded again.

“Do you know if Phil had any other children?” Jaz asked.

I shook my head. “I have no clue. He hasn’t been a factor in my life for a half century,” I said. “I may hear something from someone, like I did from you, and if I do…””Yeah,” she said. “Who knows?” She glanced at her cell phone.

“So what’s next?” I asked.

“I’m catching a flight to New York tonight,” she said, “so I’ve got to get back to the airport.” She stood. I stood as well.

“I’d like to meet Jayla, if that’s okay,” I said. “And Michelle. And I want to see you again.” I wasn’t used to having a family. The idea excited me, and I didn’t want to let the opportunity slip away.

“I’ll tell them.” she said. “I just wanted to scope out the territory first, you know? Since my stepdad died last year, I’m the de facto head of the family.”

“Where does Michelle live?” I asked.

“New Mexico. Roswell. She married an alien,” she said with a straight face. I smiled.

“Michelle would like to learn something about the man who gave her birth,” said Jaz. “Medical history and the like, you know, for her kids. Plus, she’s curious. Phil’s absence, in spite of my dad, always left a hole.”

“It’s not a pretty story,” I said. “And there’s a gap in my knowledge of about 50 years.” She wrote down her address, handed it to me and I told her I would be in touch and would send her my mom’s letters from Phil from Vietnam and from prison and any photos she wanted. “What’s mine is yours,” I said.

She rose to her feet, leaned in for another hug, warmer this time, and drifted to the door. “I’m glad I met you, Scott,” Jaz said. “And I’ve decided that I want my daughter and my sister and her family to do the same. Would that be alright?

I told her with a grateful smile that it would be more than alright.

“Too late for Thanksgiving this year,” she observed, “but prepare yourself for next year, alright?

“I said I looked forward to it. With the passing of my mom years before, I had imagined that I would never again enjoy family time. It occurred to me that a brighter, happier, less lonely chapter could be opening up for me. Like any family, it would be a mixed bag, but I thought: Phil, in spite of the tragedy that was your life, you did something right and I’m to be the better for it.

­­­The following summer, during vacation, Michelle and her two young ones showed up, along with Jaz. We had kept in touch via emails and telephone calls in the interim and I felt I knew them pretty well by the time they turned up. Because my modest home had only a single extra bedroom, they all opted to stay at the local Holiday Inn. That meant that we took most of our meals out, which suited me. For the previous five years, I had been battling Parkinson’s Disease, which made everyday tasks like cleaning and cooking increasingly problematic.

I didn’t tell my guests about my condition and they didn’t let on that they suspected anything was amiss. Over the winter and spring, Jaz had gotten her divorce and hadn’t yet found a new “Mr. Right,” but she was looking, she said. Jayla had not accompanied her, she said, because the 20-year-old college sophomore had a job and couldn’t take time off. Jaz told me wryly that Jayla’s newfound uncle couldn’t compete with her new boyfriend. I told her that was alright, that I’d see her over the Thanksgiving holiday. We did touristy things and I took them all out to a Cardinals’ baseball game, where Jaz drank too much beer and Michelle had to drive the rental back to my place.

Michelle’s kids were a hoot. Brandon and Karen, 14 and 12 respectively, bickered endlessly, but unlike it had been between my brother and me, there was no malice apparent. I grinned when Brandon accused his sister of being “such a Karen.”

“Mom, how could you ever name me this?” she lamented to her mother.

“Prescience,” replied Michelle with a sigh, and her daughter looked at her queerly, not understanding. They stayed in town for three days and I lapped up the attention, answered a million questions and shared memorabilia from my brother’s early life. On the final day, before they left for the airport, the gang convened at my house for a goodbye.

When I walked into the bathroom, the rank effluvium of incinerated pot struck me like a slap in the face. I grew concerned for Michelle’s children and before they left, I took her aside and told her what I’d found. Michelle thanked me profusely and promised she would nip this behavior “in the bud” and asked me not to mention it to the others.

Smiling at her clever turn of a phrase, I agreed.

“You understand, Scott,” murmured Michelle more soberly, “that my family is rather sensitive to the danger of drug use and addiction. There was a sea change in the attitude of my mom from when she hung around with my birth father. Jaz would go to pieces if she thought my kids were getting high.”

“I understand,” I said.

When they had gone, the house rang with a now-unfamiliar silence. The ticking of the mantel clock seemed preternaturally loud and the stark absence of iPhone rock & roll music was a little jarring.

Just when I thought the house would only get any more oppressive, I met Violet. Violet, a 60-something divorcee who had lived next door almost anonymously for the past five years, turned up on my doorstep one morning in early September. She was seeking, she said, to borrow a cup of sugar. This was the first time we had spoken and I wondered at how I had missed making her acquaintance. She was, as Agatha Christie, one of favorite authors, was wont to write, a “handsome woman.”

“Please, come in, Mrs. Starkey,” I told her. I was lucky to have remembered her name.

“It’s Violet,” she replied, stepping across the threshold. “And what may I call you?” she asked expectantly.”Mr. Brown,” I deadpanned. When her face fell I smiled and said, ”No, call me Scott.”

She smiled.I got her the sugar, we shared a cup of coffee and got along famously. We laughed and talked about our families (she had a daughter and a grandson and I explained the new dynamics of my own family); our former jobs (she had been a high school English teacher, I a computer nerd); and what we did for fun (she belonged to every conceivable organization, group and club, whereas I joked that I didn’t have any fun).

“We’ll have to change that, Scott,” she said brightly.

She asked me what sort of car I drove, having seen no vehicle in my driveway.

“I don’t drive anymore,” I replied a little self-consciously.

“Then how do you get about?” she asked. I explained the paratransit bus, which ferried me door to door. “Must make dating a little awkward,” she said, and laughed. “Not at all,” I said. “I don’t date.”

“No?” she said. “Did you ever date?” she asked. I felt Violet was getting a little too personal for such a new friend, if that’s what she was, but I held my tongue. Perhaps sensing my unease, she said, “I’m sorry, Scott, I didn’t mean to pry.”

“That’s alright…” I began. “…it’s a natural question, I guess…”

“None of my business,” she said. “Besides, I have other gay friends…””That’s very white of you,” I commented dryly.

Violet blanched. “I’ve got to go,” she said hurriedly, scrambling to her feet. “Thanks for the coffee,” she said.

“You’re welcome,” I said in return. As the door closed behind Violet, I saw the cup of sugar still sitting on the table before me.. . . . .It took two days for Violet to work up the nerve to darken my door again.

When I answered the summons, she burst out at once, talking rapidly. “Scott,” she said, still standing in the doorway, “I didn’t mean to insult you by suggesting you were gay…””Violet,” I said, “it would not have been an insult.”

“Oh!” she said. “Then you are gay?”

I rolled my eyes. Violet’s blue eyes grew wide. “I didn’t mean…””What did you mean then?” I asked.

“I mean,” she said, calming down, “that being gay–or not being gay–is entirely up to you. I respect your choice and…””Many people feel it’s not a matter of personal choice,” I inserted, which only made her more upset.

“Scott,” she said desperately, “what am I supposed to say?”

“Whatever you feel,” I replied easily, then I chuckled at her befuddlement. “Do you want to be my friend?” I asked her.

“Yes,” she said, “I do.”

“Then come in and finish your coffee,” I said, stepping aside.

She walked in.. . . . .By October, I had acquired a new friend. Violet and I sat on the swing on her front porch, doling out candy to trick or treaters. For the past ten years I had kept my porch light darkened, opting not to participate in the annual celebration. But Violet, as with everything she did, wrapped herself enthusiastically in the occasion.

We discussed where we grew up. Violet hailed from the Pacific Northwest, and I had lived all my life in the Midwest.

“Trick or treat!” shrilled two little ghosts, clomping up the steps and holding out their goody bags. I reached for the candy dish, but Violet stood, stepped forward and said shrewdly, “Weren’t you here earlier this evening?” She narrowed her eyes at them. The children lowered their bags and together shouted, “busted!” and scampered down the steps and through the neighborhood, laughing all the way.

Violet resumed her seat next to me on the swing. “Pretty cagy, aren’t you?” I kidded her. “You betcha,” she replied, smiling. She placed her hand over mine. It was warm where we touched. At nine o’clock, we doused the light, took up what was left of the candy and went inside.

I started to sit on the sofa, but Violet put her hand on my forearm and said, “Would you like a little treat, Scott?” My sex life, dormant for a dozen years, swung like a pendulum in the other direction.. . . . .

In the leadup to Thanksgiving, Violet asked if I’d like to spend the day with her and her son and his family. I was torn because I had promised to spend the holiday with my nieces and their families. I explained it to Violet. “You have a happy dilemma, then, don’t you?” she observed lightly. You have multiple gatherings that want to include you.” But she assured me that she understood why I’d want to spend my first holiday in years with family, and she gave me her blessing.

Jaz had taken to phoning me each Friday, but then that was reduced to twice and then once, a month. But I understood. She was a busy woman. When by the fourth week of November I hadn’t heard from her, I called her. I was very surprised when the phone was picked up not by Jaz, but by her sister Michelle. I could tell at once that she was upset. I asked her what was wrong.

“She’s gone, Scott,” she said. “I was going to call you.

“”Who?” I asked. I could hear sobbing. “Jaz,” she replied. “What do you mean? Where is she? Is she alright?” “She passed away, Scott.”

I stood there, speechless, clutching the cell phone with a death grip.”What happened?”

“She went out to a party with her new boyfriend and they were found dead in his car. They’re both dead,” she told me.

I instantly recalled Jaz drinking heavily at the baseball game, to the point where she couldn’t drive. She had more sense than to drive, I was certain.

“It was drunk driving?” I asked.

“No,” Michelle said. “They didn’t crash. They were parked. Their blood alcohol level wasn’t high.”

“Then how did they die?” I demanded. This wasn’t making sense.

“Fentanyl,” she said, the word slicing like a knife through my flesh.

“When did this happen, Michelle?” I asked.

“Last night,” she said in a teary voice.

“How is Jayla?” I asked, instantly concerned for Jaz’s daughter.

Silence.

“Michelle?” I prompted.

“She was in the car with Jaz and Mike. She’s on life support, Scott,”

I felt a chill run like an icy stream down my body. “Will she…”

“She’s expected to make it,” said Michelle.

I let out a breath I hadn’t known I’d been holding. “Thank God,” I whispered.

“But,” said Michelle, “there are complications.” When I didn’t say anything, she continued, “She’s suffering kidney failure, she’s had at least two seizures and a stroke and…””There, there, that’s alright…” I began.

“No, it’s not alright,” she hissed.

“I only meant,,,” I began.

“I know what you meant,” she said harshly. “It may be alright for you to not see your own brother for a half century and sit calmly at home while he dies alone in government housing halfway across the country, but this is my family!”

“Michelle,” I said with great surprise, “you don’t blame me for Jaz and Jayla, do you?”

“We never had this problem before you barged into our lives,” she said. “Nobody used drugs before you came along.

“What about the pot we smelled in the bathroom in my home?” I said.”How do I know you didn’t get them high then?” she asked hysterically.

“Michelle,” I said calmly, “you’re in shock over what’s happened. But, I’m not to blame. Drugs are everywhere. They didn’t get them from me. I don’t use illegals. I wouldn’t do that to my family.”

“You’re not family,” she said.

I felt crushed. “Is there anything I can do?” I asked her.

“Yes,” she replied. “Don’t ever call or email again.” She hung up._______

Seeing as how I was supposed to be in Boulder with my own family for Thanksgiving, Violet had made plans to spend a week with her son and his family in Vancouver. She had left only the day before I called my niece. I hadn’t the heart to call her and tell her the tragedy that had befallen us.

On the evening of Nov. 26, Thanksgiving Day, Violet called me. I didn’t tell her about Jaz and Jayla even then. I asked her how her holiday was going. Her tone grew guarded. After a moment, I asked her what the matter was. Then she came clean.

She told me that her ex-husband, Mike, had turned up at the celebration, which was a surprise to Violet. The reunion, she said, was a huge success. “Mike has retired now too,” she said.

“What are Mike’s plans?” I asked, just to be pleasant. She often talked of her ex, who lived somewhere in Oregon. Maybe I was a little jealous.

“He’s moving to Vancouver,” Violet replied. “There’s an available lot in the same neighborhood as Frank,” she said, meaning her son.

“So he’s building a new home?” I inquired, thinking that Mike must have either a helluva credit rating or a great deal of money. Violet had never told me what he did for a living.

“Yes,” she said carefully. “And he’s getting married.”

“Well,” I said, frankly relieved. “Good for him. Did he meet her in Oregon?”

“Yes. Scott, I am remarrying Mike. I’m moving to Vancouver, where he’ll be teaching part time at the University…”

Then I recalled: Violet had told me he was a math professor. He was even a published author, no less, with ten mathematical tomes under his belt. I gulped. I struggled to regain my aplomb. “Congratulations, Mrs. Starkey,” I said stiffly.

“Now, Scott,” she chastised. “We had our fun. But now, our time is over. I guess that I never really fell out of love with Mike,” she said wistfully, and giggled. “After all, he’s the father of my only child. You do understand?”

“I think I do,” I replied, feeling like I wanted to puke.

“Good. Take good care, Scott,” she said breezily. Then I heard the click of the land line.. . . . .I called and emailed Michelle again and again, but got no response. When Violet came back a few days later, she was there to supervise the loading of her belongings into the back of a moving van. I stayed inside and she never knocked at my door or called. I told myself that she was cold and crass and no great loss, but I knew I was lying to myself. As twilight settled over my little community, the moving van rolled away, followed by Violet’s Hyundai.

I pulled the drapes and sat on my sofa, a 24 oz. Tall Boy on the coffee table before me. I leaned forward and decanted some green syrupy green cold medicine into a little plastic cup and then tossed it back like a shot of tequila. I opened the can of beer and took a long draught.

Present day

Scott opened his laptop and searched the web. He had grown used to being in the company of people who at least seemed to care for him. He had been out of practice at relationships and perhaps he stumbled a time or two. He could learn from his mistakes, he told himself.

Looking at the screen, he finally found what he was looking for: a community bulletin board on a dating site. Unsteadily tapping the keys with an index finger, he typed, filling out the app: I AM: A man SEEKING a woman. I AM: 72 years old. OBJECT: ?

Essay from Eshpo’latova Xilola

Young Central Asian woman with long dark hair, a white ruffled blouse, and dark pants. She's standing near flowers indoors at an event.

DEVELOPING STUDENTS’ ORAL SPEECH THROUGH AUDIO-VISUAL MATERIALS IN THE PROCESS OF LEARNING FRENCH


Samarkand State Institute of Foreign Languages
Philology and Language Teaching (French)
1st year student
Eshpo’latova Khilola Davron kizi
0009-0005-9329-4347

Annotatsiya: Mazkur maqolada fransuz tilini o’rganayotgan talabalarning og’zaki nutqini rivojlantirishda audiovizual materiallarning tutgan o’rni va samaradorligi tahlil qilinadi. Bu tilni o’rganishda audiovizual vositalar talabalarning muloqot kompeteniyasini rivojlantiradi va bu til egalari bilan bo’lgan amaliy suhbatlarga tayyorlaydi. Tadqiqot davomida audiovizual materiallar, xususan, videoroliklar, filmlar, podkastlar, television ko’rsatuvlar va video ma’ruzalardan foydalanishning afzalliklari ko’rsatib beriladi.


Keywords: audiovisual materials, oral speech, pronunciation development, speech activity, educational effectiveness, authentic materials


Аннотация: В статье анализируется роль и эффективность аудиовизуальных материалов в развитии устной речи студентов, изучающих французский язык. При изучении языка аудиовизуальные средства развивают коммуникативную компетенцию учащихся и готовят их к практическому
общению с носителями языка. В ходе исследования будут
продемонстрированы преимущества использования аудиовизуальных материалов, в частности видеороликов, фильмов, подкастов, телевизионных шоу и видеолекций.
Ключевые слова: аудиовизуальные материалы, устная речь, развитие произношения, речевая активность, эффективность обучения, аутентичные материалы


Abstract: This article analyzes the role and effectiveness of audiovisual materials in developing oral speech in students learning French. Audiovisual aids in learning this language develop students’ communicative competence and prepare them for practical conversations with native speakers. The study highlights the benefits of using audiovisual materials, particularly videos, films, podcasts, television shows, and video lectures.


Keywords: audiovisual materials, oral speech, speech development, speech activity, educational effectiveness, authentic materials


INTRODUCTION
Today, due to the growing interest in the French language in many parts of the world, the use of modern methods is required in the process of learning this language. Especially one of the pressing issues is the development of speaking skills, which is the main way of communicating in a foreign language. Therefore, a number of studies are currently being carried out on improving the ability to speak orally. However, we are facing several problems in their practical application.

The main purpose of this article is to improve the ability of spoken speech among students with a particular specialty of young people studying French, to adapt them to live communication and to analyze the effective aspects of the use of audiovisual materials in the formation of the skills of not only speaking French but also thinking. The results of this study provide an opportunity to develop oral speech in the process of learning French by using audiovisual tools correctly and purposefully.

RESEARCH METHODOLOGY
This study was conducted in a practical and experimental direction, using audiovisual tools to improve students’ oral skills and develop their ability to speak independently, as if they were native speakers of the language. First of all, to analyze theoretical approaches to the topic.

Important scientific articles such as Karimov’s “The Role of Video Lessons in the Educational Process” and Jo’rayeva Mohina’s “Linguodidactic Foundations of Developing Students’ Oral Speech” were collected and studied. At the same time, international experiences were summarized based on the article “The Use of Audio-Visual Materials as Strategies to Enhance Speaking Skills among ESL Young Learners”, prepared under the global collaboration of Keeth Kthirvel and Harvati Hashim.

In the practical stage, pedagogical observation, comparison, and experimental methods were widely used. During this experiment, audiovisual materials (video clips, films, podcasts, and subtitled videos) were used in French language lessons. Changes were
observed and analyzed in depth during the lessons and exams. The methods chosen based on these observations are fully consistent with the main goal of the study and serve to determine the importance of audiovisual materials in developing the oral
speech of students learning French.

In the final stage, the useful and harmful aspects of these methods were fully studied and suggestions and recommendations
were developed for the purposeful use of the above tools.


REVIEW OF LITERATURE USED

Today, the use of audiovisual materials in modern pedagogy and education is one of the most important of the issues that is at the center of current and heated discussions. In recent years, many practical and theoretical studies have been conducted on this topic,
confirming the usefulness of these tools (audiovisual materials) in the learning process, especially in developing speaking skills.


In the scientific article of Karimova “the role of video cameras in the
educational process”. Videodars and presentations have scientifically substantiated the development of independent thinking and talkative skills. Also, in her article “Linguodidactic Foundations of Developing Students’ Oral Speech” by KarSU doctoral student Jo’rayeva Mohina, she emphasizes the use of audiovisual materials as an effective method of developing oral speech.


At the global level, Keeth Kthirvel and Harvati Hashim conducted a study on the use of audiovisual materials as strategies to enhance speaking skills among ESL students and young learners in their article “The Use of Audiovisual Materials as Strategies to
Enhance Speaking Skills among ESL Young Learners.” The article provides a scientific basis for the use of videos, podcasts, and audio-video tasks to improve students’ oral communication skills.


Studying the above studies, we can see that although the importance of audiovisual materials has been thoroughly analyzed, there is a lack of methodological approach to using these tools. This article examines this issue.


ANALYSIS AND RESULTS
The results of the experiments conducted showed that the regular and purposeful use of audiovisual materials is important in improving students’ oral speech. And it came to my stop taking into account the percentage indicators of the following experiment.

In the first stage of the experiment, two groups of New simple and experimental groups were formed from 1st year students with a homogeneous level of knowledge. In normal gruhs, classes were held in the traditional style of Experimental while in gruhi, classes were held using audiovisual materials. In 2 months of favomi, changes in these groups were monitored and deeply observed. 2
months later, an examination was carried out and their level of knowledge was assessed. According to preliminary results, 30% of students in ordinary Gruh satisfactorily underestimated the skills of oral speech.48% showed an average of while 22% of students performed low. In the case of experimental gruhi, the results
were significantly improved. Specifically, 50% of students returned satisfactory grades, 35% returned average grades, and 15% returned low grades.

According to the results obtained, the learning effectiveness in the group using audiovisual materials was higher and more effective than in the control group. In particular, students who achieved satisfactory results were 20 percent higher, while those who achieved low results were 7 percent lower. These percentages are clear evidence
that audiovisual materials are useful in developing oral speech.

This study showed that audiovisual materials are extremely necessary and useful for every student studying French. The above figures are a clear proof.


In a typical group, a large proportion of students (58%) reported a low average of 22%. This result suggests that traditional teaching methods are inadequate in the development of student oral speech. This situation was mainly explained by the limited opportunities for real-world and auditory-visual learning during the lesson.


In the experimental group, the proportion of students who showed satisfactory results reached 50%, indicating that audiovisual materials increased students’ speech activity. Through video materials and audio recordings, as well as various films and podcasts, students can better master the pronunciation, speaking style, and speed of speech in French. Furthermore, the 15% reduction in the proportion of students who performed poorly in the experimental group showed that audiovisual materials are an important pedagogical factor in the development of oral speech.

CONCLUSION
In conclusion, audiovisual materials are important in studying the natural world because they demonstrate the pronunciation, speaking style, and cultural characteristics of the French language.
Through video materials, podcasts, films, and shows, students’ vocabulary and pronunciation improve. From the results of the study, we can know that the use of audiovisual materials in the course of the lesson increases the interest of students in relation to the lesson and forms the skills of free communication. This serves as an
important foundation in tending them to a real-life environment.

It is also worth noting that these methods are an important guide in the process of interactive learning and an important factor in the development of students’ communicative skills and competencies. Pedagogical research has shown that each student should use
additional materials on the language they are learning, which will be beneficial to their perspective and their ability to communicate freely in that language. In addition, each language that needs to be learned requires regular development and work on itself. If every student uses advanced methodologies such as audiovisual materials on a regular basis, they will make great progress in this field. This is the main goal of the study.


LITERATURE USED

  1. Karimovan B. Y. Videodarslarning ta’lim jarayonidagi o‘rni // Zamonaviy ta’lim muammolari. – 2022. – №3. – B. 45–52.
  2. Jo‘rayeva M. Talabalarning og‘zaki nutqini rivojlantirishning lingvistik asoslari // Til va adabiyot ta’limi. – 2021. – №4. – B. 33–39.
  3. Khirivel K., Hashim H. The Use of Audio-Visual Materials as Strategies to Enhance Speaking Skills among ESL Young Learners // International Journal of Language Education. – 2020. – Vol. 4, №2. – P. 120–128.
    4.TV5 Monde. Apprendre le français avec des vidéos [Elektron resurs]. – Kirish rejimi: https://apprendre.tv5monde.com (murojaat sanasi: 25.12.2025).
    5.RFI Savoirs. Le français par l’audio et la vidéo [Elektron resurs]. – Kirish rejimi: https://savoirs.rfi.fr
  4. YouTube platformasi. Fransuz tilini o‘rganish uchun autentik audiovizual materiallar [Elektron resurs]. – Kirish rejimi: https://www.youtube.com

Poetry from Joshua Obirija

blotted pen

i use grief as my ink,

now I got abundant ink

and my pen is ruined.

the excess ink made my pen blot.

the blotted pen irreparably 

ruined the pages of my book.

rumi once said, “where there is ruin, 

there is hope for a treasure.” 

i wish I could ask him if it also

included these messed up pages. 

i sincerely hope it does.

insomnia

lately, my night blurs into day

and hardly can I tell one from the other.

sleep? It barely ever comes by my abode.

and when it does, 

it hangs around the door briefly 

just like the mailman, it never comes in.

mind travel

My legs hurt from bearing these weights in constant travel but my mind is not yet at peace, it still hasn’t found home.

My fearful heart,

When will you learn:

that it’s okay to start scared…

that no guru started out a guru…

that it’s okay to start small, make 

mistakes, fall and learn from them…

that being unsure, experimenting and

failing is a part of the learning process…

Learn, my heart, never to be scared to put

yourself out there, try new things, experiment

your ideas, fail, fall but never remain on the floor…

My restless heart,

When will you learn that every man is:

writing his own story…

a bearer of his own cross…

walking in his own time zone…

writing his story on how he bore his

cross with the time he has to stay here…

Learn, my heart, that no man should be an

an extra weight to another, seeing that every

man has his own weight to bear and story to write…

Essay from Gulsevar Amirqulova

Young Central Asian woman with long dark hair, small earrings, and a black top.

PEDAGOGICAL ASPECTS OF DEVELOPING PROFESSIONAL CREATIVITY IN FUTURE TEACHERS BASED ON COGNITIVE APPROACH

ABSTRACT

This article analyzes the issues of guiding future teachers to acquire cognitive activity experience, developing their pedagogical thinking and professional creativity, and preparing them to design cognitive education and upbringing processes.

Keywords: cognitive pedagogy, future teacher, pedagogical education, professional creativity, education, upbringing, design, knowledge, method, cognitive-pedagogical activity.

The development of professional creativity in future teachers is directly related to the human cognitive process. The cognitive process reflects the systematic manifestation of mental processes. These are expressed in the future teacher’s perception of professional knowledge, retention in memory, recollection, processing, and interpretation. Methods and techniques that activate these processes in education began to be systematically studied by specialists by the end of the last century.

The formation of professional creativity in future teachers, the use of productive methods and technologies in this process, and ensuring creativity among future teachers have been studied in the works of R.G. Safarova, Kh.I. Ibraimov, B. Adizov, N. Muslimov, B.S. Abdullaeva, O. Tolipov, Sh. Sharipov, B. Mamurov, G. Ibragimova, and G. Nafasov. The technological stage is of great importance in helping future teachers acquire skills to design cognitive education and upbringing processes. At this stage, future teachers must master the principles of student development when designing all stages of the educational process.

It is crucial that future teachers acquire the ability to anticipate pedagogical tools, technologies used, and guaranteed educational outcomes. They should understand the principle of integrating their personal experiences into the content of education and training while designing cognitive education processes. Additionally, they must gain experience in collaborating with their future students through dialogue. The effectiveness of the cognitive education process depends on how accurately the teacher can design and organize it purposefully. For this, future teachers must also master the skill of using varied forms of work. These skills manifest clearly when future teachers select and design educational materials effectively.

Future teachers must also master the skills of monitoring the educational and cognitive activities of their students. Only then can they accurately design assessment materials and scenarios, which enables the efficient organization of the educational process. To equip future teachers with advanced pedagogical technologies, the following steps should be observed:

Analyze the lessons and professional outcomes of subject teachers during pedagogical practice to study their professional skills through mentorship.

Teach future teachers to identify and address potential challenges in cognitive pedagogical creativity and organization during their future professional activity.

Ensure future teachers can analyze and control their professional activities, relying on knowledge about designing and organizing the education process.

Enable future teachers to effectively select educational tools and use them in designing education and upbringing processes.

Allow future teachers to determine ways to improve their pedagogical creativity and organization based on concrete scientific and practical evidence.

To prepare future teachers for designing the education and upbringing process, they must initially:

Conduct regular consultations and discussions with mentor teachers during pedagogical practice.

Attend and analyze lessons of experienced teachers in detail.

Seek guidance from experienced teachers to organize the educational process effectively.

Participate in discussions, seminars, conferences, and training sessions on designing and organizing education and upbringing processes.

The practical training of future teachers in designing educational processes should be regularly analyzed by professors and instructors, highlighting achievements and shortcomings and recommending ways to address them. Future teachers should understand:

The individual characteristics of students in a particular class and the enhanced requirements during lessons.

How the teacher’s behavior in the educational process contributes to the personal development of students.

The structural components of the cognitive education process and what drives it.

The achievements and shortcomings of a specific teacher in organizing education.

To ensure effective design of the education process, the following measures are recommended:

Enrich the content of lesson topics and educational materials, aligning them with students’ personal development.

Create a supportive environment for students’ success and assist them in mastering the material.

Consistently support students’ interests and aspirations.

Future teachers should be able to select and design educational materials in harmony with students’ personal experiences and knowledge. Designing the educational process aligned with learning objectives is essential for its effectiveness. For this:

Educational materials should reflect students’ achievements, creative analysis, potential, experiences, and cognitive development.

Ensure the balance between the educational objectives and students’ abilities to master the material.

In designing educational situations within the cognitive education process, future teachers should consider creative thinking, communication engagement, and activity-oriented approaches, as these require mastery of professional knowledge. They must prioritize students’ personal development, facilitating interaction and dialogue between teacher and students, as well as among peers. The focus is on achieving outcomes important for students’ personal growth. Future teachers should gain experience in developing lesson plans that direct the learning process toward student-centered goals, ensuring lesson effectiveness through appropriate tasks and methods.

Collaboration among professional teachers, sharing and creatively utilizing each other’s experiences, is essential for ensuring the effectiveness of the education process. Future teachers should learn from experienced teachers during pedagogical practice. In addition to studying the conceptual foundations of cognitive education, they should understand methods for continuous educational activity, develop independent organizational skills, and recognize the significance of classroom situations in personal development.

All these requirements for future teachers must be reflected in the curriculum and textbooks designed for higher pedagogical education.

REFERENCES:

Mirziyoyev Sh.M. Strategy for the Development of New Uzbekistan. – Tashkent: Uzbekistan.

Safarova R.G. Theoretical Approaches to Cognitive Pedagogy: Monograph. – Tashkent.

Ibragimov Kh., Abdullayeva Sh. Theory of Pedagogy: Textbook. – Tashkent: Science and Technology, 2008. – 288 p.

Ibraimov Kh.I. Creativity as One of the Characteristics of the Personality of the Future Teacher // Science, Education and Culture. – 2018. – No. 3 (27). – P. 44-46.

Ibraimov Kh.I., Quronov M. General Pedagogy: Textbook. – Tashkent: Shaffof, 2023. – 416 p.

Critical Studies of the Novel “Third of Three: soul shards” by Ashraf Al-Mismar

Book cover of Ashraf Mismar's Soul Shards. Text is in black script on a white background, image is a silhouette of a young man in black with a hazy red image of a young woman behind him.
Middle aged bald Syrian man with a trimmed mustache and beard. He's in a black coat and white collared shirt seated at a desk.

Narrative Structure and Artistic Construction

The novel opens with a shocking scene resembling a crime scene: the body of a young man named Yam is found in the square of Bran Castle in Germany, pierced by a metal rod engraved with the symbolic phrase: “You have water, but you do not have the soul.” The author uses this opening scene as a reverse introduction, beginning the narrative from its end before moving back to the past of the protagonist Yim and her struggle. Events unfold through a temporal overlap between past and present, as information about Yam (the transgender character) is gradually revealed through Yim’s memories, diary-like narration, mobile phone entries, and messages.

The narrative relies on a stream-of-consciousness technique (internal monologue), immersed in the free flow of the protagonist’s thoughts. Memories and reflections move non-linearly through Yim’s consciousness, shifting at times to her childhood in the Ghouta region of Syria, and at others to her migration or transition experience in Europe. The text highlights the tension between childhood memories (the absence of the mother and family disintegration) and present challenges (war, displacement, and integration into Western society). Thus, time and space intersect: the setting shifts from “traditional Syria” to “liberal Europe,” and time oscillates between the era of war and the era of exile. Critics have noted that this technique powerfully conveys the protagonist’s inner alienation, as Yim/Yam’s character gradually unfolds through narratives of travel and the hardships of asylum.


Characters

The novel centers on the main character Yim, who embodies the core conflict, surrounded by secondary characters, most notably: her deceased Syrian husband (the initial motive for migration), the German woman Ferdwald, who encourages her transition, the Lebanese friend Elena, and the emotionally absent and abusive father who traumatized her childhood. Through these characters, the novel dramatizes the dichotomy between the conservative East and the open West, between the “original conscience” and the “acquired self.” This character construction reinforces the idea of a triple identity: the protagonist exists as a blend of an Eastern woman, a Western man, and a lost child, locked in a continuous struggle with a fragmented self.


Core Themes and Issues

The novel fundamentally revolves around questions of identity in both existential and gendered senses. It portrays Yim’s suffering in her search for a stable self and a meaningful life, followed by her gender transition into Yam as an attempt at psychological healing from inner conflict. The work highlights the tension between her original identity and her acquired one: Yim experiences alienation from her new body and contradictory thoughts, caught between what her Eastern culture shaped in her and what the liberal West promotes. One critical study notes that the novel “examines Yim’s experience and interactions while crossing into a third gender, and how individual identity is formed and shaped by social conditions,” presenting gender transition as a decisive choice that confronts the protagonist with conflicting identities and leads to profound psychological turmoil.

The inner conflict is closely linked to external circumstances: life trials—parental loss, war, and patriarchal oppression—push Yim toward radical choices. Critical analysis suggests that these surrounding conditions drove her toward gender transition as a fateful option, yet the narrative demonstrates that this decision did not bring inner peace but instead intensified her sense of alienation and non-belonging. The protagonist’s opening testimony reflects this fracture: “I am merely the ghost of a lost man… living in a body that does not belong to him…”, underscoring the duality of gender and the impossibility of harmony between its poles.

The novel also addresses sexual liberation and homosexuality. It presents Ferdwald, a lesbian German woman who supports the transition, alongside other lesbian female characters, while criticizing sexual stereotyping in Arab societies. At the same time, it emphasizes that Western “enlightened” practices—encouraging homosexuality and transition—do not prevent the protagonist’s tragedy, but rather intensify her conflict. A journalist remarks that the novel shows how “the alleged freedom of the West quickly reveals its hidden complexities when the protagonist confronts the tragedy of integration and the exploitation of migrants,” placing the work in a critical position toward both Eastern and Western behaviors.

Additionally, the novel incorporates political and social entanglements such as asylum, smuggling, and addiction. It sheds light on refugee hardships, including the dangers posed by smugglers, and criticizes cultural fragility and the absence of social support. Although the plot centers on an individual tragedy, it ultimately projects a broader human catastrophe: the search for identity within constantly shifting environments.


Symbolism and Significance

The novel employs powerful symbols that deepen its thematic dimensions. Foremost among these is water, which recurs at pivotal moments (Europe, transition, death) as a dual symbol: on one hand, life, fluidity, and hope for freedom; on the other, drowning, destruction, and fear of collapse. Water emerges as a witness to the bleeding and fragmentation of the soul; the engraved phrase “You have water, but you do not have the soul” unites hope with tragedy, turning water into a symbol of contradiction between survival and loss.

Another prominent symbol is the number three. The title “Third of Three” suggests fragmentation and disintegration, implicitly pointing to a triangular identity (masculinity, femininity, and lost childhood) and the imbalance between them. Critics argue that the number three in the novel “indicates a state of fragmentation between past and present, self and other, and between beautiful dreams and bitter reality.” Each transformation or decision by the protagonist thus reenacts this fragile triadic condition, where the desired harmony remains unattainable.

Overall, the novel employs these symbols with expressive eloquence, suggesting that the battle over identity unfolds on rich symbolic ground. Tattoos, slogans, and blood recur in a dense network, turning each dramatic scene into a direct reflection of the inner struggle.


Style and Language

The language of the novel leans toward clear analytical narration with occasional lyrical descriptiveness. Some critics have praised Al-Mismar’s engaging style and adherence to narrative structure, combining dialogue, description, imagination, and internal monologue (including writings and mobile messages) within a cohesive plot. The protagonist’s narrative voice is personal and dynamic, marked by strong metaphors—such as “a raging sea whose depths cannot be reached”—and an intense expression of femininity and inner violence.

However, some observers note that the novel allows ample space for direct social commentary. At times, its style tends toward explicit didacticism, reinforcing its message through repetition and moral emphasis. One critic argued that the narrative structure lacks the familiar artistic complexity of tightly plotted novels, occasionally approaching a socially motivated discourse clothed in fictional form. Conversely, many readers believe that the open, poetic, and descriptive language—driven by the rhythm of stream of consciousness—draws deeply into the protagonist’s psyche, granting the text emotional authenticity.

Aesthetically, the work relies on the repetition of key terms (water, soul, loss) and figurative imagery (simile and suggestion) to reinforce its message. The title itself—“a ghost of a lost man”—functions as a poetic metaphor, infusing the text with lyrical tension throughout the protagonist’s internal expressions. At the same time, the author presents events in accessible, readable language, avoiding explicit sexual scenes and instead focusing on the psychological and existential struggle of identity, rather than sensational description.


The Novel within Contemporary Arabic Literature

“Third of Three: Fragments of the Self” occupies a distinctive position in contemporary Arabic literature, as it addresses issues of sexual and gender identity with unprecedented frankness. The novel belongs to a small body of Arabic works that tackle such sensitive themes, surpassing the customary limits of the local literary canon. Critics have observed that Al-Mismar does not follow Western writers (such as Leslie Feinberg or Jeffrey Eugenides) in affirming a “third identity” as a final resolution; instead, he adopts an opposing approach that exposes the psychological fragility of such identities. In this sense, the novel is bold in its proposition and has been described as “a daring literary work that addresses issues of identity and gender transition.”

The importance of the novel lies in its call for the Arab East to reconsider assumptions about imported notions of freedom and openness from the West. It urges Arab readers to confront inherited stereotypes about gender and migration, and calls institutions and societies to engage with these dilemmas realistically. From this perspective, the novel represents a qualitative shift in the treatment of gender issues in Arabic literature, moving beyond traditional debates about women’s roles to delve into the deeper contradictions between masculinity, femininity, self, and other.


Critical and Popular Reception

Third of Three received multiple critical readings following its publication. Critics wrote extensively about its boldness and psychological depth, with Al-Mayadeen describing it as one of the “daring literary works” addressing identity. Detailed analyses appeared in newspapers and literary platforms such as Al-Ra’i, Nakheel Iraqi, and Radar Al-Arab, examining its structure, themes, and style. The author also participated in book signings and literary discussions (in Beirut and Hermel, for example), attended by audiences and activists concerned with human rights and gender issues.

At the popular level, the novel attracted attention on digital reading platforms, with approximately 9.9 thousand readers on Kotobati and a high rating of 5.0/5, reflecting strong engagement with the text. Despite criticism of its direct style, the novel sparked debate and discussion in cultural forums and gained a reference status among Arabic works attempting to engage with gender identity issues.

In sum, reception indicates that Third of Three has been described as an exceptional and significant novel. Through a skillful blend of narration, psychological analysis, and symbolism, Ashraf Al-Mismar raises sharp questions about selfhood and belonging. Despite differing opinions about its style, the novel has undeniably left its mark on the contemporary literary scene by pushing the boundaries of subject matter and narrative courage.

Poetry from Chloe Schoenfeld

Painting of a gray haired woman seated in a wooden chair with necklaces and a white buttoned coat.
Portrait of Rosa Schapire, by Walter Gramatte

Portrait of Rosa Schapire

The woman sits unwilling and blue

Boxed into a corner by a chair and a red wall

Implicating you in her afflictions

Worn sharp and clean resting

In a pensive position: poised as if ready to leave

At a moments notice she is encircled with wrought waves

Gold curves just short of crossing

The sun past set on the water

She is the only bright moment left

Before you are engulfed

The only thing holding back darkness

She is dressed in bridal white

Suits adorned in a rose and strung beads

Everything that is hers emanates dark

She is your mother dressed up and dolled up

To be young again for a night that dwindles

Four red clouds watch you from behind

The sun is dripping away

And you are stuck painting a woman

That is not your mother

About Rosa Schapire:

Rosa Schapire used her ground-breaking career in art history to advocate for socialist, feminist, and anti-fascist ideals across Europe in the twentieth century. Her family and education in her hometown of Galicia, Poland, introduced her to such ideals, and her studies took her around Europe. Schapire’s contributions to the art world were many, ranging from reviews and critiques to translations to amassing an impressive collection of German Expressionist work. She edited several journals and, along with fellow art patron and suffragette Ida Dehmel, helped to form the Women’s Society for the Advancement of German Art. After the rise of the Nazis and the death of many family members, Schapire fled to England, where many pieces of her collection are still housed in museums.