This week we welcome Lisa Hazlett. Lisa is a long time English Educator who has been an active member of the YA Academic community longer than I have been. I have admired her persistence and knowledge for these past 20 years. She has experience and knowledge that is hard to duplicate and is increasingly hard to find among active academics. Thanks Lisa for sharing with us.
| Lisa A. Hazlett is professor of secondary education at the University of South Dakota, where she teaches middle/secondary English language arts education courses and specializes in young adult literature regarding presentations and publications; special interests include gender issues and rural education. Her 2023 text, Teaching Diversity in Rural Schools: Attaining Understanding, Tolerance, and Respect Through Young Adult Literature, was published by Rowman & Littlefield, among numerous other publications centered on young adult literature. She also serves and provides leadership for numerous NCTE assemblies, special interest groups, and committees, especially ELATE, and as an avid reviewer she regularly evaluates young adult literature novels and manuscripts for various journals and publishing houses. |  |
Reexamining Female Empowerment and Grief Through Lurlene McDaniel’s Titles
A website for Lurlene McDaniel’s is currently not available as of this writing, but Amazon lists all titles, and Most Recommended Books and Book Series in Order have compiled her titles and dates written. These addresses are below, with multiple sites appearing by simply entering her name in a search engine.
Her nearly 80 titles, all mass market series books, appeal to ‘tween females (grades 5-7/8), with the majority depicting a female protagonist’s cancer diagnosis, subsequent treatment, remission, reoccurrence, death, and family/friends’ acceptance and moving forward.
These titles also all follow the same plotline; stories are so identical that events occur on approximately the same page in all novels. Frankly, if having read one Lurlene McDaniel novel, one’s read them all.
‘Tweens devour these quick, easy reads and share among friends, and although they know what will occur in each novel and when, this matters little, as each protagonist is a new character, and they are eager for her story. They resemble the protagonists (or wish to), and enjoy experiencing their intense emotions and situations, losing themselves inside the novels.
Her nearly 80 titles, all mass market series books, appeal to ‘tween females (grades 5-7/8), with the majority depicting a female protagonist’s cancer diagnosis, subsequent treatment, remission, reoccurrence, death, and family/friends’ acceptance and moving forward.
These titles also all follow the same plotline; stories are so identical that events occur on approximately the same page in all novels. Frankly, if having read one Lurlene McDaniel novel, one’s read them all.
‘Tweens devour these quick, easy reads and share among friends, and although they know what will occur in each novel and when, this matters little, as each protagonist is a new character, and they are eager for her story. They resemble the protagonists (or wish to), and enjoy experiencing their intense emotions and situations, losing themselves inside the novels.
Educators do care, however, and as these are mass market books, they aren’t taught and probably not recommended in schools. Moreover, many were written in the 1990s (although as series ones, less dated than contemporary fiction) with beginning educators not as familiar with them.
Still, although their readers discuss novels together, such talk is largely focused on emotions and drama, and individuals’ feelings of characters and situations. ‘Tweens are too young and inexperienced to recognize and understand McDaniel’s deeper textual implications without teacher assistance or discussion.
Below is these novels’ format/plotline (full of foreshadowing), with their often-overlooked messages of female strength and choice in italics:
Still, although their readers discuss novels together, such talk is largely focused on emotions and drama, and individuals’ feelings of characters and situations. ‘Tweens are too young and inexperienced to recognize and understand McDaniel’s deeper textual implications without teacher assistance or discussion.
Below is these novels’ format/plotline (full of foreshadowing), with their often-overlooked messages of female strength and choice in italics:
Stage 1: The Beginning
The protagonist (PT) excitedly begins a new school year, and while playing a sport, falls with pain remaining. A Dr.’s appointment is finally made, difficult with busy schedules.
Stage 2: The Diagnosis
The PT has an atypical cancer, but she assumes she’ll be cured although her disease warns otherwise. The PT chooses to begin treatment immediately.
Stage 3: The Illness and Treatment
Treatment becomes more arduous, but the PT is informed of and approves all treatments and has no desire to stop or halt procedures, although some rests are recommended.
She remains optimistic and befriends a patient with her form of cancer, now in remission and going home. The PTs excitement and hope is renewed.
Stage 4: Remission
The PT enters remission in Feb/March and is adamant to return home earlier than advised.
Still week, she’s tutored at home but eager to return to school and works hard to prepare to attend classes again. She chooses to return to school earlier than recommended and quickly discovers she no longer fits in, having been away for so long. Still, she presumes things will improve and actively works for better acceptance
The protagonist (PT) excitedly begins a new school year, and while playing a sport, falls with pain remaining. A Dr.’s appointment is finally made, difficult with busy schedules.
Stage 2: The Diagnosis
The PT has an atypical cancer, but she assumes she’ll be cured although her disease warns otherwise. The PT chooses to begin treatment immediately.
Stage 3: The Illness and Treatment
Treatment becomes more arduous, but the PT is informed of and approves all treatments and has no desire to stop or halt procedures, although some rests are recommended.
She remains optimistic and befriends a patient with her form of cancer, now in remission and going home. The PTs excitement and hope is renewed.
Stage 4: Remission
The PT enters remission in Feb/March and is adamant to return home earlier than advised.
Still week, she’s tutored at home but eager to return to school and works hard to prepare to attend classes again. She chooses to return to school earlier than recommended and quickly discovers she no longer fits in, having been away for so long. Still, she presumes things will improve and actively works for better acceptance
Lurlene McDaniel's The Dawn Rochelle Series
Pivotal Point: The PT learns of the death of her hospital friend. She is shocked but remains confident about her own diagnosis.
Soon stronger, the PT spends time with friends and boyfriend. She feels there is much to anticipate and looks forward to better days.
Stage 5: Reoccurrence
The PT begins feeling worse and at first presumes nothing serious, but eventually knows her remission has ended. She’d planned to attend a dance/party and decides to go although feeling ill, believing it will be her final, magnificent event and not recognizing the extent of her decline. She chooses to keep her health status private.
Stage 6: Acceptance
The PT collapses at the party and returns to the hospital, denying additional treatments and ready to accept her terminal condition.
Pivotal Point: The PT considers whether or not to sleep with her boyfriend, a difficult decision. Ultimately she declines having sex, feeling it inappropriate and ultimately hurtful. She has the power of choice over all aspects of her body, with this decision not from fear or shame.
The PT declines quickly, and the decision to end treatment is her own, although additional ones could be explored.
Stage 7: Finality
The PT asks her boyfriend to take her outside where she dies in sunlight. She chooses when, where, and how she will die, a sad, yet beautiful, moment.
Stage 8: Grief
The PT is buried in a pre-chosen white dress, symbolizing purity and heaven’s wellness, with a significant symbol associated with her (dove, rainbow, tulip) appearing during the funeral.
Stage 9: Moving Forward
The PTs boyfriend remains paralyzed with grief, and at a crisis point, a miraculous sign (e.g., a vacant field fills with her favorite flower) appears. This is presumably from the PT, indicating grief’s end and wanting others to resume their lives.
Soon stronger, the PT spends time with friends and boyfriend. She feels there is much to anticipate and looks forward to better days.
Stage 5: Reoccurrence
The PT begins feeling worse and at first presumes nothing serious, but eventually knows her remission has ended. She’d planned to attend a dance/party and decides to go although feeling ill, believing it will be her final, magnificent event and not recognizing the extent of her decline. She chooses to keep her health status private.
Stage 6: Acceptance
The PT collapses at the party and returns to the hospital, denying additional treatments and ready to accept her terminal condition.
Pivotal Point: The PT considers whether or not to sleep with her boyfriend, a difficult decision. Ultimately she declines having sex, feeling it inappropriate and ultimately hurtful. She has the power of choice over all aspects of her body, with this decision not from fear or shame.
The PT declines quickly, and the decision to end treatment is her own, although additional ones could be explored.
Stage 7: Finality
The PT asks her boyfriend to take her outside where she dies in sunlight. She chooses when, where, and how she will die, a sad, yet beautiful, moment.
Stage 8: Grief
The PT is buried in a pre-chosen white dress, symbolizing purity and heaven’s wellness, with a significant symbol associated with her (dove, rainbow, tulip) appearing during the funeral.
Stage 9: Moving Forward
The PTs boyfriend remains paralyzed with grief, and at a crisis point, a miraculous sign (e.g., a vacant field fills with her favorite flower) appears. This is presumably from the PT, indicating grief’s end and wanting others to resume their lives.
Lurlene McDaniel's One Last Wish Books
Key Observation.
McDaniel’s novels are more thoughtful and purposeful than the above summary and as their covers appear, as all demonstrate that while individuals cannot choose what happens in life, they can decide how to respond. Content is direct and realistic, honestly portraying the details and emotions regarding teens’ terminal illnesses and dying, without resorting to miracle cures. They show that bad things happen, regardless of how good a person or how hard one prays and permit the PT control of choices for all treatments and procedures, including final ones.
Characters express love, friendship, and sadness; more emotions than only fear or dread, and don’t resort to prolonged self-pity, antagonism, or blame. These PTs are living while dying; continuing to be their best selves until the end with death portrayed as joyful, a release from pain.
Additionally, all depict the human element, as ethics, morals, values, and hard decisions are often overlooked in other stories in favor of portraying technological explanations/treatments. As such, readers are left with inspiration, peace, and hope.
McDaniel’s novels are more thoughtful and purposeful than the above summary and as their covers appear, as all demonstrate that while individuals cannot choose what happens in life, they can decide how to respond. Content is direct and realistic, honestly portraying the details and emotions regarding teens’ terminal illnesses and dying, without resorting to miracle cures. They show that bad things happen, regardless of how good a person or how hard one prays and permit the PT control of choices for all treatments and procedures, including final ones.
Characters express love, friendship, and sadness; more emotions than only fear or dread, and don’t resort to prolonged self-pity, antagonism, or blame. These PTs are living while dying; continuing to be their best selves until the end with death portrayed as joyful, a release from pain.
Additionally, all depict the human element, as ethics, morals, values, and hard decisions are often overlooked in other stories in favor of portraying technological explanations/treatments. As such, readers are left with inspiration, peace, and hope.
Most importantly, however, is these novels portray female strength and empowerment throughout.
‘Tweens are discovering new limitations, more uncertainties, different expectations and dangers, and fewer choices in their rapidly changing lives. Reading of older females retaining the power of choice during the saddest and severest situations imaginable provides invaluable role models and can assist their assertion in uncertain situations.
These novels further permit ‘tweens to understand there are many life stages, with none to be feared. All lives can be lived authentically and with purpose, regardless of length.
Granted, minorities are largely unseen, families are loving and nuclear, financially secure and educated, and PTs bright, talented and popular. These novels are melodramatic in places (boyfriend issues), but not unrealistic and valuable for younger, impressionable ‘tweens.
Why not reconsider McDaniel’s titles and their positive effects upon ‘tween females?
Although not recommended for classroom teaching, their informal discussion and other talk could easily occur with ‘tweens and would certainly be valuable.
‘Tweens are discovering new limitations, more uncertainties, different expectations and dangers, and fewer choices in their rapidly changing lives. Reading of older females retaining the power of choice during the saddest and severest situations imaginable provides invaluable role models and can assist their assertion in uncertain situations.
These novels further permit ‘tweens to understand there are many life stages, with none to be feared. All lives can be lived authentically and with purpose, regardless of length.
Granted, minorities are largely unseen, families are loving and nuclear, financially secure and educated, and PTs bright, talented and popular. These novels are melodramatic in places (boyfriend issues), but not unrealistic and valuable for younger, impressionable ‘tweens.
Why not reconsider McDaniel’s titles and their positive effects upon ‘tween females?
Although not recommended for classroom teaching, their informal discussion and other talk could easily occur with ‘tweens and would certainly be valuable.
Sources:
Amazon
https://www.amazon.com/s?k=lurlene+mcdaniel&adgrpid=1346902315835455&hvadid=84181466916757&hvbmt=be&hvdev=c&hvlocphy=64425&hvnetw=o&hvqmt=e&hvtargid=kwd-84181753795881%3Aloc-190&hydadcr=16815_10453543&tag=mh0b-20&ref=pd_sl_48pmd8rley_e
Book Series in Order
https://www.bookseriesinorder.com/lurlene-mcdaniel/
Most Recommended Books
https://www.mostrecommendedbooks.com/series/lurlene-mcdaniel-books-in-order
Amazon
https://www.amazon.com/s?k=lurlene+mcdaniel&adgrpid=1346902315835455&hvadid=84181466916757&hvbmt=be&hvdev=c&hvlocphy=64425&hvnetw=o&hvqmt=e&hvtargid=kwd-84181753795881%3Aloc-190&hydadcr=16815_10453543&tag=mh0b-20&ref=pd_sl_48pmd8rley_e
Book Series in Order
https://www.bookseriesinorder.com/lurlene-mcdaniel/
Most Recommended Books
https://www.mostrecommendedbooks.com/series/lurlene-mcdaniel-books-in-order
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