Memoir Preparation Questions Directions: Please Address ✓ Solved

Memoir Preparation Questions Directions: Please address the following Qu

Please address the following questions to help you get started. More about how to do your review will come later.

Start off today by thinking about the big picture. What have you learned from your memoir? For you, what was the purpose of reading it? How does this memoir about disability compare to other memoirs, autobiographies, or even novels that you have read/seen?

What do you view as the best aspects of this book? What did you struggle with? In the end, would you recommend this book to others? Why or why not? (Again, this will factor in your review, so be thorough!)

Make a list of people/characters you have been introduced to so far. Who is each character? What does each one bring to this book? What is your initial opinion of these characters?

Briefly summarize the plot of the book. A brief and concise summary will eventually be a part of your book review (4-5 sentences maximum).

You might pay special attention to certain passages and what they mean in terms of disability issues, themes, and theoretical concepts. Make sure you note their page numbers in your notes, as they might be passages you turn to for evidence/specifics when you write your book review.

If you have extra time, use it to start outlining a plan for your book review. There are nine memoirs listed at the bottom of your syllabus. You should have read one prior to this week.

You will submit the report as a double-spaced, 12-pt font, document with the following sections:

1. TITLE: create a title for your collective review.
2. REVIEWER INFO: Your name, year, and academic affiliation, (e.g., Aram Hernandez, Sophomore, Disability Studies Major). Optional: 1-2 sentence bio of yourself.
3. BIBLIOGRAPHIC ENTRY: Complete citation (reference) for book.
4. SUMMARY: 5-6 sentences summarizing what the book is about, generally.
5. REVIEW: A review of the book from a Disability Studies perspective (2-3 pages). Answer these questions:
   • What is the author’s positionality?
   • How does this positionality impact, influence, or shape the author’s subject matter? Provide evidence for your reasoning.
   • Who is the target audience? Provide evidence for your reasoning.
   • In what ways (if at all) does this book inform nondisabled people about disability?
   • In what ways does this book reinforce or promote the diversity framework of disability? Provide evidence from the book.
   • In what ways does this book change your thinking about disability? Provide examples. Be analytical and specific; avoid simple opinions.
   • Based on your answers, would you assign this book in a disability studies course? Explain why.
   • Would you recommend this book to others? Why or why not?

Sample Paper For Above instruction

Title: Exploring Disability Narratives: A Critical Review of "EL Deafo"

Reviewer Info: Jane Doe, Junior, Disability Studies Major. I am passionate about understanding disability narratives to challenge stereotypes and promote inclusivity. My personal experience with hearing impairment informs my perspective on this subject.

Bibliographic Entry: Bell, C. (2014). EL Deafo. Abrams Books.

Summary: "EL Deafo" by Cece Bell is a graphic memoir recounting her childhood experiences with hearing loss and her use of a bulky hearing aid, which she affectionately names "El Deafo." The book explores themes of isolation, acceptance, and the desire for belonging through Bell’s engaging illustrations and humorous storytelling. It vividly portrays the challenges and triumphs of navigating a world that often perceives disability as a flaw, emphasizing the importance of self-acceptance. The memoir serves as both an educational tool and a source of comfort for children and adults alike, highlighting the resilience found in embracing one’s differences.

Review: From a Disability Studies perspective, "EL Deafo" provides a nuanced articulation of the lived experience of deafness, centering Bell’s personal narrative while critically engaging with societal attitudes towards disability. Bell’s positionality as a person with hearing loss influences her representation, as she portrays her experiences with both humor and vulnerability, thereby humanizing deaf individuals and challenging stigmatizing stereotypes. Her candid recounting fosters empathy among nondisabled readers and educates them about the social barriers faced by disabled individuals.

The target audience appears to be children, but the book’s layered storytelling caters to older readers and adults interested in disability issues. Through the graphic novel format, Bell makes complex themes accessible, demonstrating the power of visual storytelling to communicate disability themes effectively. Her portrayal of the hearing aid as both an obstacle and a symbol of resilience exemplifies the diversity framework, illustrating disability as a facet of identity rather than a defect.

This memoir has significantly altered my perception of disability by highlighting the importance of self-acceptance and the ways society can create inclusive environments. It emphasizes the need to reframe disability narratives from those of deficits to expressions of human diversity. For example, Bell’s humor and authenticity dismantle stereotypes that deafness is a tragedy, promoting a more nuanced understanding that acknowledges the strengths and individuality of disabled persons.

Considering its pedagogical value and rich illustration of disability identity, I would assign "EL Deafo" in a disability studies course to foster empathy and critical understanding among students. I would also recommend it broadly, as it fosters awareness, promotes diversity of experiences, and humanizes disabled individuals beyond clinical or stereotypical portrayals.

References

• Bell, C. (2014). EL Deafo. Abrams Books.
• Barnes, C. (2012). Disability and Society. Palgrave Macmillan.
• Oliver, M. (1996). Understanding Disability: From Theory to Practice. Macmillan.
• Shakespeare, T. (2006). Disability Rights and Wrongs. Routledge.
• Goodley, D. (2016). Dis/ability Studies: Theorising Disablism and Ableism. Routledge.
• Kleege, G. (1999). Sight Unseen. Yale University Press.
• DePoy, E., & Gilson, S. (2004). Disability Theorizing. McGraw-Hill Education.
• Siebers, T. (2008). Disability Theory. University of Michigan Press.
• Reiss, N. (2010). "Disability Narratives: The Power of Personal Stories." Journal of Disability Studies, 25(3), 147-159.
• Thomas, C. (2007). "Understanding Disability and Ability." Disability & Society, 22(1), 73-89.