54 pages • 1-hour read
Elyse MyersA modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.
Content Warning: This section of the guide includes discussion of mental illness, ableism, and bullying.
Elyse and her mother prepare her ghost costume for Halloween, even though her mother objects to Halloween for religious reasons. Elyse does not like Halloween because she fears the decorations and ringing doorbells, but she has decided to go trick-or-treating to please her friends.
That night, as she and her friends go trick-or-treating in their neighborhood, they follow the same routine. At each door, her friends ring the doorbell and talk to the person who answers the door, but Elyse always stands in the back and accepts whatever candy is offered. (She knows that her mother will inspect the candy later out of fear that it may contain poison or razor blades.)
She and her friends reach a house that is famous for its elaborate decorations, and for the fact that small toys are sometimes given along with the usual candy. Feeling daring, Elyse offers to go to the door, hoping to impress her friends. They let her go alone. Along with candy, she receives a small keychain in the form of a Magic 8 Ball.
That night, her mother inspects her candy. Elyse hides the Magic 8 Ball, knowing that her mother would confiscate it. Elyse’s mother forbids anything that she considers to be “demonic” (11), including fictional titles such as Wizard of Oz and the Harry Potter series. Elyse sneaks the Magic 8 Ball keychain into her room. She agonizes over which question to ask first and decides to wait, feeling as though she has failed her “new magic friend” (14). She names the keychain Lucy and writes about it in her diary, including a drawing of it.
Elyse takes Lucy to school with her for a week. One day, she hears rumors about a sleepover and hopes that she is not invited. Sleepovers make her uncomfortable, and she usually calls her parents to take her home in the middle of the night. To her surprise, the girl who sits behind her slides her a note, inviting her to a sleepover. Before she can respond, the teacher notices and takes the note.
During recess, Elyse hides in the bathroom to ask Lucy if she should go to the sleepover. The Magic 8 Ball says yes. Elyse is disappointed and considers asking again. Then she tells herself that she made friends with the keychain and gave it a name, and “if [she doesn’t] listen to Lucy now, then what [is she] doing?” (21). She finds her classmate and accepts the invitation. The fact that Lucy told her to go to the sleepover makes her “a little less scared and a little more excited” (24).
Elyse counts in her head, distracted by her discomfort as she leans against the clothes in the back of a dark closet. She wonders if her shoes smell and thinks the ticking from her wristwatch is too loud. She and her friend Marley are in the closet together, playing Seven Minutes in Heaven during a party. She considers pretending to be sick in order to escape this social situation, but she knows that Marley would be able to tell if she were lying; he knows her facial expressions too well.
She is surprised that Marley enjoys being her friend as much as she enjoys being his, and she does not want to jeopardize that by kissing him. She likes him but believes that he is fond of their mutual friend, Isabella. Trying to break the awkward tension between them, she makes a joke, suggesting that he would prefer to be in the closet with Isabella and that she herself would not be on his list of choices at all. Marley retorts that she could be every name on his list.
Elyse feels fear and joy, but she decides that he is joking. Nervously, she rambles about Isabella and suggests that Marley should talk to her as soon as they get out of the closet. Suddenly, Marley makes a facial expression that is unfamiliar to her, and she feels as though she is looking at a stranger. Fighting against panic, she focuses on the coats behind her and the sound of her watch ticking.
Marley looks deflated, and Elyse feels as though she has done something wrong, though she does not know what. She believes that she has “stuck to the script [and has] delicately measured every single word, interaction, and accidental touch” (36) to make sure that she did not give away the fact that she likes him. Now, however, she fears that Marley can discern her romantic interest anyway and will mock her to their friends.
Marley says that he thought she felt the same way he did. She asks if he means that they are friends. He says that is not what he meant. She feels confused and overwhelmed. She asks what he meant, and on the page, the words are repeated in jumbled text, extending down the full length of page 39. Suddenly, the door opens.
Elyse and her friend Sophie lie together in Sophie’s bedroom, talking about boys. Sophie talks about her boyfriend, Greg, who is a senior in high school and is three years older. He gave Sophie a pack of cigarettes. Elyse internally panics over her shock at the realization that her best friend smokes cigarettes. Fearing that Sophie must be hiding other things from her as well, she grows jealous of an imaginary host of other friends whom she supposes must know Sophie much better than she does.
Sophie invites Elyse outside to smoke a cigarette. They sneak outside and walk far from the house so that Sophie’s parents will not smell the smoke. The pack of cigarettes is still in its plastic wrapper. As Sophie opens it and lights the cigarette awkwardly, Elyse is comforted by the thought that Sophie is still “her person” (43) and clearly does not have other friends with whom she secretly smokes.
Sophie sucks in the cigarette smoke and makes a disgusted face. Then she offers the cigarette to Elyse, who refuses. Even so, Elyse is surprised to realize that she likes the smell of the smoke wafting around them. She decides that she will “never tell a soul how much [she] like[s] the smell of Sophie’s cigarette” (44). On the next page, an isolated hand drawing of a cigarette and a lighter accompany the words, “I have broken this promise many times” (45).
In fragmentary free-verse poetry, a narrator describes the joy and responsibility of being the object of a child’s belief. A child gives a person their belief to hold, believing that “you are Everything You Say You Are” and will do “Everything You Say You Will Do” (46). This belief is wonderful, all-consuming, and endless, but it is also heavy.
The narrator warns that eventually such a belief becomes too much to carry because no person is “worthy of such perfect, and […] sacred Belief” (47). Then “she” (the child) will take back her belief, relieving that adult of the burden. Now, there will be room for questions, and the child will ask hers first.
Elyse is sitting in class at the community college when the boy who sits behind her asks for a pen. He stinks of coffee and marijuana. She does not want to give him a pen because each color has a specific purpose in her new note-taking system, which she devised in hopes that it will help her to understand “what is going on” (60).
She gives the boy her blue pen, and when he starts chewing on it, she objects. He teases her, saying that she is overreacting about the pen, and tears fill her eyes.
She had hoped that community college would be her chance to reset her life. During high school, she never made friends without the help of others, often inheriting them from her brothers or bonding collectively through school groups like orchestra. She wants college to be different. So far, however, this has not happened. Realizing with sudden clarity that she is lonely, she feels a panic attack coming on and packs her belongings to leave in the middle of the class. She sits on a bench outside as she tries to recall the steps her therapist gave her for handling a panic attack.
Suddenly, the boy from class sits beside her and introduces himself as Landon. He talks to her as she calms from her panic attack. He lightly teases her, but she feels bullied and storms away. She fears that her attempt at a “Factory Reset” (57) has not worked, and she believes that she will never be good at making friends. She also fears that her teachers were right to tell her she “wasn’t made for school” (59).
Landon follows her, apologizing and explaining that his older brother also has panic attacks and usually feels better when Landon makes him laugh. He invites her to get breakfast with him. They drive to a nearby restaurant and order breakfast burritos. Landon comments on the precise way Elyse unwraps and eats her burrito, and she explains that she has OCD. To her surprise, he does not comment further. A full-page illustration demonstrates Elyse’s specific method for unwrapping and eating a burrito (66).
Landon tells Elyse funny stories while they eat. Elyse suddenly announces that this is not a date. She says that she needs to explain because she has “a unique skill of ending up on dates without knowing it [because] people can be so vague” (69). Landon assures her that he did not think it was a date, but he does say that he would like to be friends. He explains that he always made friends through his siblings and has had difficulty making friends in college. Elyse is shocked that he so accurately mirrors her own feelings. They agree to be friends, and she looks forward to seeing him in class next week.
Despite the book’s classification as a memoir, the chapters do not follow a traditional narrative structure; instead of telling a cohesive story about a specific era, Elyse Myers offers brief snapshots of key moments and experiences from her life. Although they are delivered in chronological order from childhood to the age of 22, these accounts exhibit wildly diverse styles, adding to the whimsical unpredictability that characterizes Myers’s comedic approach. The chapters run the gamut from free-verse poems and first-person, present-tense passages to a more detached, third-person narrative structure about an unnamed “she” (implied to be Elyse). Additionally, each chapter is interspersed with the author’s hand-drawn illustrations, which highlight important moments or add to the humorous style. Throughout, Myers maintains her signature tone, which combines self-deprecating humor with genuine vulnerability.
In the opening Epigraph, which takes the form of a diary entry, Myers sets the tone for the entire book when she describes her “urgent desire to change everything about [her] life every so often” (xii). These lines establish her tendency to run away from her current circumstances, introducing the central theme of the book: The Impulse to Escape One’s Self. Notably, this theme is further reinforced by the title pages of each part, which contain different images of movement and emphasize the author’s lifelong impulse to flee from difficult circumstances. For example, Part 1 is titled “The Door to California,” and this image figuratively opens to the first story, which features her childhood. She then “exits” through this metaphorical door in the next part to continue her life’s journey.
The five chapters in Part 1 focus on the author’s childhood years, culminating in her first year of community college. Each chapter describes a small, seemingly inconsequential moment that lacks dire stakes or serious conflict, but these various encounters collectively reveal the depths of emotional discomfort that Myers associates with these memories and obliquely foreshadow the fact of her neurodivergence. For example, the first chapter details Elyse’s unlikely childhood “friendship” with a Magic 8 Ball, highlighting the tendency of neurodivergent individuals to engage in acts of personification, while the second chapter, in which she accidentally rejects the boy she likes because she does not understand social cues, hints at the book’s broader focus on the Inaccessibility of Social Scripts for Neurodivergent Individuals.
Although these early chapters take on a largely humorous tone, this self-deprecating tone forms a layer to mediate the genuine pain beneath each experience. This pattern can be seen when the young Elyse turns the Magic 8 Ball into her friend “Lucy” as a way to cope with her anxiety about social interaction and sleepovers. By shifting the onus of choice to the Magic 8 Ball, she can more easily process her feelings of discomfort. Meanwhile, the wry anecdote of a girl accidentally rejecting the boy she likes is complicated by the inner monologue that dominates the chapter, as this tactic captures the young Elyse’s obsessive, spiraling thoughts, which are triggered by her anxiety and misunderstanding. Her panic is vividly conveyed by the chapter’s visual elements, which represent her confusion in the form of small, jumbled, overlapping text repeating the words, “What do you mean?” down the length of page 39. With this unique mixture of storytelling media, Myers creates a multilayered sense of her childhood self’s struggle to find belonging in a world full of confusion and mixed signals.
As this example illustrates, anxiety becomes a driving source in most of the stories in Part 1, even before Elyse has the word to properly label it. In Chapter 1, she believes that she should be excited by the prospect of sleepovers with classmates, so she seeks a way to reduce and dismiss her instinctual sense of apprehension, which she describes as a sensation that is at once “Fuzzy and Hot” (19). Likewise, her anxiety dominates her conversation in the closet with Marley, suffocating her with its intensity, and in Chapter 5, her anxiety transforms into a full-blown panic attack that forces her to flee the classroom. Clearly, Elyse’s anxiety dictates her actions, often against her own conscious choice, and she recognizes that her “brain has placed [limits] on [her] body without [her] consent” (38). Because she struggles to properly interpret a social interaction or speak when she wants to, these difficulties inevitably prevent her from connecting emotionally with those around her. As a result, she often feels unseen.
Crucially, much of her anxiety stems from her neurodivergence, which makes it difficult for her to decipher the social cues and unspoken rules of neurotypical society. These early chapters thus introduce The Human Need for Unconditional Acceptance as Elyse struggles to form meaningful connections and grows frustrated by the inaccessibility of social scripts for neurodivergent individuals. Myers first introduces the concept of a social script in Chapter 2, when the young Elyse reflects that she has “stuck to the script” and “measured out every single word, interaction, and accidental touch” (36) with her friend Marley. Because her understanding of social interactions is cognitive rather than intuitive, she attempts to control the outcome of their conversations by carefully studying the standard “scripts” of similar interactions. However, as she demonstrates throughout the book, she has difficulty understanding the inherent social scripts and normative rules that appear to come naturally to others, and she therefore misses Marley’s cues that he reciprocates her romantic interest.
This moment also introduces Elyse’s efforts to measure her feelings, words, and actions, through which she tries to enact the social scripts that come so easily to others. By doing so, she hopes to better fit in with the expectations of neurotypical society. Her desire to fit in motivates her decision to attend community college, and when she leaves her high school life behind, she imagines performing a “Factory Reset” (57), starting fresh in her lifelong attempts to find human connection. Although this move is minor in comparison to her later efforts, it is an important contribution to the book’s examination of the impulse to escape one’s self.



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