Style and Critical Reception
The novel is written as a literary pastiche of various forms of media, incorporating purported magazine interviews, academic articles, scripts from unaired television shows and even transcripts from psychoanalysis sessions. In the words of critic Kel Munger, this inventiveness is one of the book's key strengths:
"Altschul skewers everything from the contemporary graduate poetry workshop (which he’s obviously seen from the inside) to the way that the media (frantically) and academia (disingenuously) jump on the fame bandwagon. In between, there are delicious parodies of magnificent poems, including some by Sylvia Plath, Sexton, T. S. Eliot, Dylan Thomas, Charles Baudelaire, Frederico García Lorca (sic) … While it doesn’t take a graduate degree in English to follow, recognizing the allusions no doubt adds to the fun."
Another critic, Patrick Schabe, has asserted that the book's playfully discursive nature makes reviewing it problematic:
"Lady Lazarus presents the critic with a challenge: How to unpack and analyze the text that deconstructs itself? The feedback loop is total, and each gesture revealed to be recursive—every critique already anticipated and incorporated into the work itself."
Writing in Pop Matters, Shabe makes the observation that Altschul even anticipates that readers will note the similarity between the name "Andrew Foster Altschul" and that of David Foster Wallace; the author pointedly compounds this by introducing a (fictional) interview—between David Foster Wallace and Calliope Bird Morath—into the text. As Shabe concludes:
"Altschul plays both sides of the fence, pulling off tricks and then revealing the phoniness of the illusion with a wry smile. Rather than being all-too-academic, Lady Lazarus toys with these conventions in a commentary on the issue of their worth, and manages to reaffirm the role of story in the process."
Read more about this topic: Lady Lazarus (novel)
Famous quotes containing the words style and, style, critical and/or reception:
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“If our entertainment culture seems debased and unsatisfying, the hope is that our children will create something of greater worth. But it is as if we expect them to create out of nothing, like God, for the encouragement of creativity is in the popular mind, opposed to instruction. There is little sense that creativity must grow out of tradition, even when it is critical of that tradition, and children are scarcely being given the materials on which their creativity could work”
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