Three Days in June

Analyze the relationship between perception and reality in the novel. How do characters’ preconceived notions of other characters and situations color their perceptions and/or cloud their judgment? What factors allow the characters to overcome these initial perceptions?

Discuss the novel’s use of different settings. How do various locations (e.g., Gail’s house, Kenneth’s family club, Marilee’s office, etc.) contribute to the progression of the plot, key themes, and characterization? Consider the contrasts between settings and how they reflect or enhance the characters’ internal and external conflicts.

Examine Tyler’s use of flashbacks in the narrative. What is their narrative utility, particularly in Gail’s character arc? How would the reader’s understanding of Gail’s feelings and motivations change if Tyler had not included these flashbacks?

Analyze Gail’s assertion that all marriages are baffling and her uncertainty as to why anyone bothers to get married. Why does the author include this viewpoint, and what bearing does it have on the narrative?

How does the passage of time impact each character? How does it reshape both their identities and their relationships?

Max asserts that Gail was always a skillful teacher. How does Gail’s identity as a teacher—which she does not fully acknowledge nor give herself credit for—reflect an aspect of her personality? How does Gail’s “good teacher” identity interact with her broader feelings of social awkwardness and disconnection from other people?

Discuss the novel’s depiction of infidelity. What broader argument is the author making through her discussion of Kenneth’s alleged infidelity and Gail’s indiscretions with Andrew?

How does class play a role in Gail’s identity, particularly her insecurities? How do class differences impact the way that she views Kenneth’s family? Identify specific examples of how Tyler uses place, clothing, and social interactions to highlight these differences.