Alejandro Zambra (translated by Megan McDowell)
Granta: 101 pp.: £8.99 (paperback)
Pablo Larrains’ s film No (2012) is set during the time of the plebiscite referendum in 1988, when it was put to a public vote as to whether there would be a democratic election for the new leader of Chile (vote No), or Pinochet should continue his autocratic regime (vote Yes). In reality, the campaign took place across 27 nights of television advertisements, where each side had fifteen minutes to present their arguments. René (Gael García Bernal), an ad-man who is hired to lead the ‘No’ campaign, takes a maverick approach, and instead of focusing on the dismal injustices of Pinochet, imparts a positive, carnival-esque theme into the No broadcasts like in the Coca-Cola adverts he’s seen in the United States. Whereas the Yes team, choose to overwhelm the viewer with statistics, evidence (positivist rather than positive you might say) and parody. As history tells us, 56% of the nation voted No, against the odds.
The beautiful paradox of the film is that rebuttal of the desire becomes the way to access the desire. Or put simply, no means yes here. You can ask what they are offering those who do say No, but in fact they probably don’t even know themselves (there are parallels I think with the campaign conducted Jeremy Corbyn led in the 2017 General Election,and specifically the campaign, not the politics). Because the point of it is that they, whether this is the eventuality or not, are opening up a pathway that is not currently there. The only way to get there they believe is to say No to what you know, which, even if you deride what you already have, is still a difficult thing to do.
Multiple Choice by Alejandro Zambra also frames life in the Pinochet regime as a choice. This time it’s not between Yes and No, but multiple choices, like you’d get in an examination (the Chilean Academic Aptitude Test more specifically, Zambra explains at the end). This book/exam has five sections; Excluded Term, Sentence Order, Sentence Completion, Sentence Elimination and Reading Comprehension. Each section then comes with a brief set of instructions, after which you’re tasked with making your way through the book and each part, so make no mistake; this whole book is the structure of an exam. Quite hilariously, you are asking yourself, like the student who hasn’t done his revision, how am I going to tackle this? How am I going to get through this?
Other reviewers and readers have described how the book likens itself to the ‘Choose Your Own Adventure’ stories you might have read as a child. Intentionally or not, there is a much more devilish irony within that if you consider that you would probably be taking the exam Zambra bases his novel on, to get admitted into University. ‘Choose Your Own Adventure’ even sounds like a strapline, a prophetic marketing myth that seems to be a given aspect of the modern University’s image. But there’s a feeling that the more choices you’re represented with here, the less you’ve potentially to actually choose from.
I’m not sure if it’s a universal trait of exams, but even here you’re presented with the easier questions first, or the shorter ones at least (here it is probably harder if we’re thinking in terms of trying to read this as a novel). In ‘Excluded Term’s you must remove the word that does not fit with the title word.
For some readers this might be a breaking point, because the book will invite you to scrawl and dirty it with your scribing. Deconstructionists would have a field day debating who ‘owns’ the text, but you’ll find yourself re-reading questions, frustrated, wanting to know more, wanting to, ultimately, know the answers. There might be some debate around the ingenuity of Multiple Choices, but whatever the purpose of the structure is, here, it is the material of the text as much as the text is alone. Text here feels ephemeral, subsumed by its structural necessities. Question 27 from ‘Sentence Order’ seemed to emphasise that:
27. A Child
1. You dream that you lose a child
2. You wake up.
3. You cry.
4. You lose a child.
5. You cry.
What follows here then is a list of options in which you could put the order of the sentences in (eg.5-3-1-2-4). On other questions you may wonder if this has an implicative effect on the result, but because of the structure, and perhaps where No finishes off wondering about ‘choice’, the structure looks ready to almost undermine the text at every instant, to undermine specifically, the sense of choice. And as you skit through the options, re-framing the phrases in each of the orders, the action itself of doing that, instead, seems to really represent what Multiple Choices has to say or asks. Where does the choice lie?
In the ‘Sentence Completion’ section you’re given a series of sentences to finish:
53. You were a bad son, but ___
You were a bad father, but _____
You are alone, but _____
The 5 options are then:
A) people vote for you
people vote for you
people vote for you
B) I love you
I love you
I love you
C) I’m not your father
I’m not your son
that’s not my problem
D) you know it
you know it
you know it
E) no one knows
no one knows
no one knows
There is perhaps a hint here of the heavy religious influence that permeates Chilean society, but all the choices in this instance seem inextricably linked with the other options, irony abounding, as if the question recognises the redundancy of the options, and why they all go back to the variance C offers. But the ambiguity in what the process aligns itself with, and what wrests it from Zambra making some kind of overwhelming moralistic statement (and would eventually be supremely cynical if that was the case), is that it is very difficult to claim what the process aligns itself with. Is it ideological? Or is it the tyranny of syntax? The banal prospect of individual fulfilment in capitalism? Or something like a Marxist superstructure? Or is this the embodiment of Chomsky’s Universal Grammar? Or just a simple choose your adventure story?
Finally, you come to some longer passages in ‘Reading Comprehension’ in which you answer a series of questions based upon what you’ve just read. Here is a paragraph about twins from the ‘Covarrubia family’:
“Covarrubias family tradition dictated that the firstborn son should be named Luis Antonio, but when Covarrubias senior found out that twins were on the way he decided to divide his name between them. During their first years of life, Luis and Antonio Covarrubias enjoyed – or suffered through – the excessively equal treatment that parents tend to give to twins: the same haircut, the same clothes, the same class in the same school.”
It’s there in the ‘excessively equal treatment’, a euphemism if there ever was one. But the excessive ‘equalness’ and rigidness in the twins life, two people who, on appearance, will look like the same person, probably constitutes every person that has ever sat this exam. It reminded me of that final moment in Kafka’s short story ‘Before the Law’ where the man from the country walks up to the doorkeeper and asks to be admitted to the law. On his refusal at being allowed in by the doorkeeper, the man chooses to sit and wait, which transpires to be his whole life. As he nears the end of his life, the man asks why he was never allowed in and the doorkeeper bellows “No one else could gain admission here, because this entrance was intended for you alone. Now am I going to shut it.”
Not to spin too much of an allegory on Kafka’s story but there does seem a question here at the potency of choice and the potency of the person to enter, indeed, through that door. The doors, or the structure, even when the option may be presented to you, and indeed, presented to be made for you, could still be the thing that doesn’t allow you to access it. Or perhaps that is the moralising statement that Zambra wanted me to make? Or maybe the choice isn’t for you to make? Who knows? Maybe it’s just a question of choosing.