photo by Ria Novosti
Because I had decided to use the epistolary format to tell Rifka’s story, I needed, within the internal logic of the book, to provide her with the means to write. She would not have had access to writing paper, nor the luxury to carry that paper with her. She also would have been unable to send letters. Rifka’s entries to her cousin were more self-soothing/interior explorations than a real attempt at correspondence. So, I decided to give Rifka a book to travel with. My Aunt Lucy remembered that she had carried books with her though she couldn’t remember the titles. Giving Rifka a book helped to expand the reader’s understanding of her character, as well as providing a vehicle in which she could record her tale. After doing a bit of research, I felt Pushkin, whose poetry I knew only in passing, seemed the best option…his work would have been in print and it’s possible Rifka’s family, particularly her cousins, might have had a copy of it. At that point I began dedicatedly studying Pushkin’s body of work. After going through it the first time, I combed through it again, this time with Rifka’s journey in mind. I recorded sheets and sheets of quotes and excerpts from Pushkin’s verse and ultimately matched up a brief selection of his poetry with each chapter of my book, using the Pushkin quotes to prepare the reader for what was to occur next in Rifka’s story.
For additional information: http://www.childlitassn.org/phoenix-award