Interpreting Autobiographies in English Class - Analyzing How Self is Constructed from Fragmenst of Memories

Abstract

This essay gives an introduction to the autobiographical genre and provides a set of analyzing questions which can be used as a guideline when interpreting autobiographies with students. Since autobiographies are considered to be non-fictional and are marketed with the sales argument that an exclusive true life-story will be disclosed, the critical approach will focus on the concepts of self and truth discussed by modern and postmodern critics. The aim is to help students adjust their expectations of the truth and to give them a diversified picture of the author. This will be done by studying the autobiographical “I’s” and by examining devices used to “create” authenticity. Moreover, to study how memories are told and to reflect on the remembering process will raise the awareness of the fact that the genre is very close to fiction. Like a good story teller, the author needs to bring the story alive to catch the interest of the reader; meanwhile, he also needs to insert facts which give credibility to the story. Further, to show how the set of analyzing questions can be applied on an autobiography, Scar Tissue by Anthony Kiedis is analyzed in this essay. The example is followed up by a pedagogical discussion which concludes that the method used will be suitable for interpreting autobiography in English Class in Upper Secondary School.