reading autobiography assignment

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How to Write a Literacy Autobiography

A literacy autobiography is "an account of significant factors and events that have contributed to your development as a reader or writer." The role language plays in your life is the product of numerous experiences that have shaped the way you think, write and read. Writing a literacy autobiography is your chance to tell a compelling story of how your past experiences with written and spoken words have created your present-day relationship with language.

Make a literacy timeline by brainstorming as many significant memories and experiences with language as you can. For example, you might write about what books you most enjoyed reading as a child, your attitudes toward writing and how they have changed, your favorite or least favorite English teachers, or personal writing you did when you were younger, such as poetry or diary entries. Literacy can also mean experiences with communication; therefore, you might think about the role language played in your family or social groups when growing up. Then, consider what your views of literacy are today and how these experiences helped to create them.

Once you've brainstormed the major events of your literary development, look through the list and identify the most significant ones. Consider what themes you see in your life experience. For example, certain stories or characters may have inspired you to gain confidence or see yourself in a new light, or because of a teacher or parent's encouragement, journaling or creative writing have become lifelong pastimes. Focus your material to the events that have most shaped your current relationship with literacy.

A literacy autobiography is primarily a personal narrative. As you write, think about how to implement devices like characterization, setting, description and dialogue. Think about how you might make your teacher come to life as a character, or how your favorite place to read as a child might become a vivid setting. Consider what descriptions might make your audience feel the thrill of a brush with a good story, or the frustration of a school struggle. The most successful literacy autobiographies don't just tell a story, but make readers interested and invested in it.

For a literacy autobiography to be most effective, readers have to understand the significance of the events to your present day life. The end of your essay should focus on analyzing and reflecting on who you have become as a result of the events you've shared. Consider what role literacy currently plays in your life through the books you enjoy, what and why you write, and how you communicate with others. Then, share with readers how your current relationship with language has changed because of your story.

• APLNG 412 Course Development: Literacy Autobiography

Kori Morgan holds a Bachelor of Arts in professional writing and a Master of Fine Arts in creative writing and has been crafting online and print educational materials since 2006. She taught creative writing and composition at West Virginia University and the University of Akron and her fiction, poetry and essays have appeared in numerous literary journals.

Browse Course Material

Course info.

• Dr. Andrea Walsh

Departments

• Comparative Media Studies/Writing

As Taught In

• Media Studies
• Creative Writing

Learning Resource Types

Writing and experience: reading and writing autobiography, course meeting times.

Seminars: 2 seminars / 1 week, 1.5 hours / seminar

Prerequisites

Description.

“If you want readers to breathe life into your writing… then you must breathe experience into your words as you write”- Peter Elbow, Writing With Power

“Good writing is about telling the truth”- Anne Lamott, Bird by Bird: Some Instructions on Writing and Life

“Life is an endless recruiting of witnesses”- Carol Shields, The Stone Diaries

Our reading and writing in this course will focus on the art of self-narrative or autobiographical writing. Such writing can be crafted in the form of a longer autobiography or of separate, shorter autobiographically-inspired essays. The various forms of autobiographical narrative can both reflect on personal experience and comment on larger issues in society.

This course explores, through our reading and writing, what it means to construct a sense of self—and a life narrative—in relation to the larger social world of family and friends, education, media, work, and community. What does it mean to see ourselves as embodying particular ethical values or belonging to a certain ethnic, racial, national or religious group(s)? How do we imagine ourselves within larger “family narrative(s)” and friendship groups? In what ways do we view our identities as connected to and expressed by our educational and work experiences, including experiences at MIT? How do we see ourselves as shaping and shaped by the popular media culture of our society? How do we think about our ethical and social responsibility to our friends, families and communities (large and small)? Readings will include autobiographically-inspired nonfiction and fiction.

Throughout the course, we will explore the craft of storytelling and the art of persuasion, exploring different ways to employ the tools of fiction (e.g., character, setting, dialogue) in writing creative nonfiction narratives that draw upon autobiographical experiences. In discussing some readings, we will examine the ethical issues involved in defining the boundary between fiction and nonfiction in life writing. We will also explore multiple ways in which students can write effective and persuasive creative nonfiction essays that draw upon life experiences and establish a perspective or craft an argument, drawing on outside sources and citing these sources appropriately.

This course meets MIT’s CI-HW requirement .

MIT students taking this course can only receive credit if they have not taken another 21W.022 Writing and Experience class.

Required Reading

Lunsford, Andrea A. Easy Writer: A Pocket Guide . 5th ed. Bedford / St. Martin’s Press, 2013. ISBN: 9781457640469.

You should also have on hand a college dictionary and thesaurus. The Oxford English Dictionary is available online through the library website for MIT students. There are also other valuable writing and research aids available online to MIT students through the library website . Check the “virtual reference” section of the library website. For general writing reference, also see Easy Writer .

Writing and Oral Communication Assignments

The goals of this course are to develop your skills in writing creative nonfiction that draws upon your own life experiences as well as secondary sources. We will focus specifically on: (a) translating the material of personal experience into vivid, reflective, well-organized and persuasive prose that expresses a clear perspective or central idea; (b) using outside sources effectively and appropriately. By the end of the term, you will have written about 25 pages of revised prose, as well as your homework assignments.

In writing from your own life experience, it is crucial that you shape your material to motivate a wider reading public. There needs to be something at stake for readers in your writing about, for example, your Halloween rituals, community service experiences or your pride in your grandmother’s dedication to her job. The motive for readers might be the desire to meditate on common human fears, desires, conflicts or life stages or to understand a particular social issue from your perspective. Remember that argument can take many forms; life experience is a type of evidence.

There will be four major writing assignments; students will submit each piece in a first version (a fully realized piece, not a “rough draft”) and later, in revised form. In each assignment, you will be asked to draw upon autobiographical material. In the first essay of 4-5 pages (typed, double-spaced), you will focus on a core aspect of individual identity. The second essay is a “personal investigative” assignment (7-8 pg.); you are asked to explore a significant question that arises from your own experience and integrate relevant material from outside sources.

The third and fourth essays (6-7 pg. each) focus on topics/experiences of your own choice. These four major assignments, as well as regular homework exercises are at the center of the course. Each major assignment will build upon the skills of the previous piece(s) that you’ve written. Reading assignments and preliminary writing exercises will prepare you for each piece that you will be crafting. Over the course of the semester, you will revise each major piece. Throughout the semester, our class will focus on writing as a process of initial crafting and revising to create works that are lively, clear, engaging and meaningful to a wider audience.

Students will also give an oral presentation and readings from their own writing at the beginning and end of the term. There is no final exam in this course.

Class Participation and Attendance / Writing Workshop

To foster a sense of intellectual community, this course is structured as a seminar. Throughout the term, we will be discussing the work of professional, as well as student, writers. It is crucial that you come to class prepared to offer thoughtful comments on assigned readings as well as helpful feedback to your peers. A vital, ongoing intellectual conversation—about our writing and that of published authors—is at the heart of the course. To be effective as a seminar participant, you will need to complete reading and writing tasks by their due dates. Please arrive at class on time and bring assigned readings with you.

The writing workshop—in which students respond to their peers’ works-in-progress—is a very important part of the course. For all four major writing assignments, we will have an in-class workshop after first versions have been submitted. We will also workshop some shorter pre-draft writing assignments. My expectation is that you will respond to each other’s work seriously and critically and approach each essay with sensitivity, insight and imagination. For each workshop, you will be asked to read several essays, discuss them with your classmates and respond to each piece in the form of individual letters to the writers. The ethical norm of our class is that all students writing (including your comments) is considered confidential; you should store other students’ works-in-progress in a secure place and not discuss your peers’ writing (or your comments) outside the class community. This ethic, regularly practiced in professional writing workshops, enables us to develop the trust and security we need as a small writing community.

Since our class functions as a writing community and the first “public” for your essays, it is essential that you attend class faithfully. If you have more than two absences, it may affect your final grade. Under Writing Program policy, you cannot pass the course if you have more than five absences. Three latenesses (more than ten minutes) count as an absence. If you miss class because of a personal or medical emergency, please contact me (or have a dean contact me) as soon as possible. Do not miss workshop classes except in an emergency.

Policy on Electronic Devices in the Classroom

All students in our classroom community have an equal right to a distraction-free educational environment, which is most conducive to learning. The unnecessary use of electronic devices in the classroom (“multitasking”) is distracting and unfair to other students and the instructor.

Within our classroom, laptop computers and other electronic devices may only be used to access online readings or assignments, in the event that a student is unable to bring a print copy. Otherwise, laptop computers and other electronic devices must be closed at all times; cell phones should always be completely turned off and stored away.

Commenting and Grading

This semester you will write four pieces, each with a different focus. Each piece will be initially submitted as a first version and later, in revised form. In reviewing first versions of your essays and stories, I will evaluate your work-in-progress and provide comments and suggestions for revision. I am also available to meet with you to discuss your writing. First versions of the first three essays are evaluated and commented on; revisions are letter graded. The first version and revision of Essay 4 are both letter-graded. Pre-draft and homework exercises will be acknowledged with a check and / or brief comments. It is important that you submit work on the due date. In the event of a personal or medical emergency, please contact me (or have a dean contact me) as soon as possible. Late submission of work without an extension may result in a lowered final grade.

To pass the course, all required work must be submitted. Your final grade will reflect the quality of your revised essays, the thoughtfulness of your homework exercises, your oral presentations, your attendance, preparation for and participation in class, and your contribution as a reader for your peers. The four major essays count for 80% of your final grade. The first essay is worth 15%, the second essay is 25%; the third and fourth essays are worth 20% each.

Class attendance, homework and participation count for about 15% of your final grade. Oral presentations are 5% of the final grade.

Writing Objectives

In commenting on your writing, I will encourage you to:

• draw upon your own life experience to create vivid and readable prose
• address an intelligent, public audience in an appropriate style
• adapt the tools of fiction (setting, character, dialogue) to creative nonfiction
• develop your ideas and narratives in an interesting, original and coherent manner
• support your arguments with evidence, integrating and citing primary and secondary sources creatively and appropriately
• express yourself clearly in language that uses the conventions of English grammar, punctuation, word usage and source citation
• experiment with different narrative styles and structures

Conferences

Note: This information is relevant to MIT students taking the course on campus. OCW users should look to this as an example of how writing is taught at MIT.

Over the course of the semester, I am available to meet with you in conference to discuss a particular piece or more general strategies for improving your writing. My role is as a writing coach, to offer feedback and suggest options to you as a writer, as you make decisions about how to plan and revise your work. Conferences offer a rich opportunity to extend the conversations of the seminar about strategies for successful writing. You should come well prepared to conferences to discuss your strategies for a particular essay or type of writing. You may find it helpful to see me in conference at the pre-writing stage of brainstorming and idea generation, at the stage between the first version and revision, or at the midterm point to discuss your progress for the course and your goals for the rest of the term. At least one conference with the instructor is required for the semester.

Writing / Communication Advisor: Louise Harrison Lepera

In addition to meeting with me, Louise Harrison Lepera is the writing / communication advisor for this course. Students will be required to meet with her as they (a) prepare for their oral presentations and (b) create research plans for the second major assignment, the personal investigative essay. She is also available to students who may want to consult with her on other aspects of their writing for this class.

Writing and Communication Center; Information on Writing-Related Events and Courses

In addition to meeting with me and with Louise Harrison Lepera, students may want to visit the Writing and Communication Center , which offers free one-on-one professional advice from lecturers who are published writers and experienced college educators. They offer advice about all types of academic, creative, and professional writing and about all aspects of oral presentations. They offer advice also about applications, theses, CVs, etc. The Center hosts many pages of advice about writing and oral presentations .

The CMS / Writing Program website also has information on topics of interest to students: classes, advising, requirements for majors, minors and concentrators, and public events. Annually, the program awards student writing prizes in various genres (e.g., essay, poetry, technical writing).

Academic Integrity: Avoiding Plagiarism

Using someone else’s language and / or ideas without proper attribution is academically dishonest. As members of this class and the larger scholarly community, you are expected to abide by the norms of academic honesty. While a good deal of collaboration between students is encouraged in and out of class, failing to acknowledge sources or willfully misrepresenting the work of others as your own will not be tolerated. Plagiarism can result in withdrawal from the course with a grade of F, suspension or expulsion from the Institute.

Everything you submit must be your own work, written specifically to earn credit in this class. You may not “recycle” text written for another course, or before the class started.

Academic Integrity at the Massachusetts Institute of Technology: A Handbook for Students explains these issues in detail; you are responsible for understanding its contents. In class, we will also work on citing sources and discuss ways to acknowledge them properly. When in doubt, consult with the instructor.

Writing Portfolio

Please keep all four major assignments (first versions and revisions) and my comments together in a writing portfolio. Please note: your writing portfolio should be kept separately (in a binder with pockets or ring notebook) from your other material for class.

Publishing Your Work

Students are strongly encouraged to craft their essays with the goal of publication. During the semester, we will discuss strategies for planning for publication. CMS / Writing annually publishes Angles , an online journal of exemplary writing from the introductory courses; students can submit their work for consideration for publication to the Angles editorial committee at the end of the term.

MIT student publications include:

• The Tech – MIT’s daily newspaper
• Rune – A biannual journal of arts and letters featuring original work by MIT students, staff, faculty and affiliates

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Shaping Your Legacy: How to Write a Compelling Autobiography

• The Speaker Lab
• March 12, 2024

Table of Contents

Ever thought about how your life story would read if it were a book? Writing an autobiography is like creating a map of your personal journey, each chapter representing milestones that shaped you. But where do you start and how can you ensure the tale holds interest?

This guide will help unravel those questions by delving into what makes an autobiography stand out, planning techniques to keep your narrative on track, writing tips for engaging storytelling, and even ethical considerations when revealing private aspects of your life.

We’ll also touch on refining drafts and navigating publishing options. By the end of this read, you’ll be equipped with all the insights you need to create a compelling autobiography!

Understanding the Essence of an Autobiography

An autobiography provides a comprehensive view of one’s life journey from birth to the present day. Imagine climbing into a time machine where every chapter represents different eras in your life. The goal of an autobiography is to allow readers to explore a factual, chronological telling of the author’s life.

Autobiographies aren’t merely catalogues of events, however; they need soulful introspection too. Think about why certain episodes mattered more than others and how those experiences influenced your perspectives or decisions later on.

You’ll also want to infuse emotional honesty, allowing yourself vulnerability when recalling both triumphant milestones and painful obstacles. Authenticity creates connections between authors and their audience, so let them see real human emotions behind every word written.

Distinguishing Features Of An Autobiography

The unique thing about autobiographies is they are first-person narratives . This allows readers to experience everything through your eyes, as if they’re living vicariously through you. From triumphs to trials, each page unravels another layer of who you are.

While memoirs are also first-person narratives of a person’s life, there are different from autobiographies. In a memoir, the author focuses on a particular time period or theme in their life. If you’d rather skip the details and dates needed for an autobiography and focus more on emotional truths, you might consider writing a memoir.

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Pre-Writing Stage: Planning Your Autobiography

The planning stage is a crucial part of writing your autobiography. It’s where you map out the significant events in your life, establish a timeline, and identify who will be reading your story.

Selecting Key Life Events

To start, you need to pinpoint key moments that have shaped you. While you will include plenty of factual details in your autobiography, you won’t include every single one. Rather, you’ll be spending the majority of your autobiography focusing on the transformative experiences that defined your life journey. After all, an autobiography is not just a catalogue of events; it’s also an exploration into what these experiences meant to you.

Establishing A Timeline

Next up is establishing a timeline for your narrative flow. Since you’re writing an autobiography, it’s important to first map out your story chronologically so that you can keep your events straight in your mind. MasterClass has several suggestions for key elements you might want to include in your timeline.

Identifying Your Audience

Finding out who’ll read your book helps shape its tone and style. Self-Publishing School says understanding whether it’s for close family members or broader public can guide how personal or universal themes should be presented.

While this process might feel overwhelming initially, take time with this stage. Good planning sets solid foundations for creating an engaging autobiography.

Writing Techniques for an Engaging Autobiography

If you’re on the journey to pen down your life story, let’s dive into some techniques that can help transform it from a simple narrative into a riveting read. An engaging autobiography is more than just facts and dates—it’s about weaving your experiences in such a way that they captivate readers.

Incorporating Dialogue

The first technique involves incorporating dialogue. Rather than telling your audience what happened, show them through conversations. It lets the reader experience events as if they were there with you. As renowned author Stephen King suggests , dialogue is crucial in defining a the character of a person (including yourself).

Using Vivid Descriptions

Vivid descriptions are another effective tool in creating an immersive reading experience. But remember: overdoing it might overwhelm or bore the reader, so find balance between being descriptive and concise.

Narrative Techniques

Different narrative techniques can also enhance storytelling in autobiographies. For instance, foreshadowing creates suspense; flashbacks provide deeper context; and stream of consciousness presents thoughts as they occur naturally—a powerful way to share personal reflections.

All these writing tools combined will give you a gripping account of your life journey—one where every turn of page reveals more layers of depth and dimensionality about who you are as both character and narrator.

Structuring Your Autobiography for Maximum Impact

Deciding on the right structure for your autobiography is essential to ensure your book captivates readers and keeps them engaged.

The first step towards structuring your autobiography effectively is deciding whether to organize it chronologically or thematically. A chronological approach takes readers on a journey through time, letting each event unfold as you experienced it. On the other hand, a thematic approach revolves around central themes that have defined your life—think resilience, ambition or transformation—and might jump back and forth in time.

Creating Chapters

An effective way to manage the vast amount of information in an autobiography is by dividing it into chapters. Each chapter should be structured around a specific time frame (if you’re opting for chronological order) or theme (if taking the thematic approach). The key here isn’t necessarily sticking rigidly to these categories but using them as guides to help shape and direct your narrative flow.

Crafting Compelling Beginnings and Endings

A strong beginning pulls people into your world while an impactful ending stays with them long after they’ve closed the book—a little like how memorable speeches often start with something surprising yet relatable and end leaving audiences pondering over what they’ve heard. So consider starting off with something unexpected that gives insight into who you are rather than birthplace/date details right away. For endings, look at wrapping up major themes from throughout the book instead of simply closing out on latest happenings in your life.

Remember, structuring an autobiography is as much about the art of storytelling as it is about chronicling facts. Use structure to draw readers in and take them on a journey through your life’s highs and lows—all the moments that made you who you are today.

Ethical Considerations When Writing an Autobiography

When penning your life story, it’s important to respect privacy and handle sensitive issues well. Because let’s face it, writing about others in our lives can be a slippery slope. We need to tread carefully.

Respecting Privacy: Telling Your Story Without Invading Others’

The first thing we have to consider is the right of privacy for those who cross paths with our narrative journey. While they might play crucial roles in our stories, remember that their experiences are their own too.

A good rule of thumb is to get explicit consent before mentioning anyone extensively or revealing sensitive information about them. In some cases where this isn’t possible, anonymizing details or using pseudonyms could help maintain privacy while keeping the essence of your story intact. Author Tracy Seeley sheds more light on how one should handle such situations responsibly.

Navigating Sensitive Topics With Care

Sensitive topics often make for compelling narratives but dealing with them requires tact and empathy. You’re walking a tightrope, balancing honesty and sensitivity, a fall from which can lead to hurt feelings or even legal troubles.

An excellent way around this dilemma would be by focusing on how these experiences affected you personally rather than detailing the event itself. Remember, your autobiography is an opportunity to share your life experiences, not just a platform for airing grievances or settling scores.

Maintaining Honesty: Your Authentic Self Is the Best Narrator

Above all else, stay truthful when writing your autobiography, both when you’re writing about sensitive topics and even when you’re not. While it can be tempting to bend the facts so that your audience sees you in a more positive light, maintaining honesty is the best thing you can do for yourself.

Editing and Revising Your Autobiography

Your initial draft is finished, but the job isn’t done yet. Editing and revising your autobiography can feel like a daunting task, but it’s essential for creating a polished final product.

The Importance of Self-Editing

You may feel that you have written your autobiography perfectly the first time, but there are always ways to make it better. The beauty of self-editing lies in refining your story to make sure it resonates with readers. You’re not just fixing typos or grammar mistakes; you’re looking at structure, flow, and consistency. Essentially you’re asking yourself: does this piece tell my life story in an engaging way?

Inviting Feedback from Others

No matter how meticulous we are as writers, our own work can sometimes evade us. Inviting feedback from others is invaluable during the revision process. They provide fresh eyes that can spot inconsistencies or confusing parts that may have slipped past us.

Hiring a Professional Editor

If you’re serious about publishing your autobiography and making an impact with your words, hiring a professional editor can be worth its weight in gold. An editor won’t just fix errors—they’ll help streamline sentences and enhance readability while respecting your unique voice.

Remember to approach editing and revising with patience—it’s part of the writing journey. Don’t rush through it; give each word careful consideration before moving onto publication options for your autobiography.

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Publishing Options for Your Autobiography

Once you’ve spent time and energy creating your autobiography, the following challenge is to make it available for others. But don’t fret! There are numerous options available for releasing your work.

Traditional Publishing Houses

A conventional path many authors take is partnering with a traditional publishing house . These industry giants have extensive resources and networks that can help boost the visibility of your book. The process may be competitive, but if accepted, they handle everything from design to distribution—letting you focus on what matters most: telling your story.

Self-Publishing Platforms

If you want more control over every aspect of publication or seek a faster route to market, self-publishing platforms like Amazon Kindle Direct Publishing (KDP), offer an accessible alternative. With this option, you manage all aspects including cover design and pricing ; however, it also means greater responsibility in promoting your book.

Bear in mind that both options have their own pros and cons, so consider them carefully before making any decisions.

Marketing Your Autobiography

Now that you’ve crafted your autobiography, it’s time to get the word out. You need a plan and strategy.

Leveraging Social Media

To start with, use your social platforms as launching pads for your book. Sites like Facebook , Twitter, and especially LinkedIn can help generate buzz about your work. And don’t underestimate the power of other platforms like Instagram and TikTok when trying to reach younger audiences. Whatever social platform you use, remember to engage with followers by responding to comments and questions about the book.

Organizing Book Signings

A physical event like a book signing not only provides readers with a personal connection but also generates local publicity. Consider partnering up with local independent stores or libraries, which are often open to hosting such events.

Securing Media Coverage

Contacting local newspapers, radio stations or even bloggers and podcasters in your field can provide much-needed visibility for your work. It might seem intimidating at first, but who better than you knows how important this story is?

FAQs on How to Write an Autobiography

How do i start an autobiography about myself.

To kick off your autobiography, jot down significant life events and pick a unique angle that frames your story differently.

What are the 7 steps in writing an autobiography?

The seven steps are: understanding what an autobiography is, planning it out, using engaging writing techniques, structuring it effectively, considering ethics, revising thoroughly, and exploring publishing options.

What are the 3 parts of an autobiography?

An autobiography generally has three parts: introduction (your background), body (major life events), and conclusion (reflections on your journey).

What is the format for writing an autobiography?

The usual format for autobiographies involves chronological or thematic structure with clear chapters marking distinct phases of life.

Writing an autobiography is a journey, a trek exploring the unique narrative of your life. Together, we’ve covered how to plan effectively, select key events, and set timelines.

Once you’re all set to write, you now have the techniques you need for engaging storytelling, including vivid descriptions and dialogues. You also learned about structuring your story for maximum impact and navigating sensitive topics while maintaining honesty.

Last but not least, you learned editing strategies, publishing options, and effective ways of promoting your book.

Now you know more than just how to write an autobiography. You know how to craft a legacy worth reading!

• Last Updated: March 22, 2024

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Biography Project: Research and Class Presentation

• Resources & Preparation
• Instructional Plan
• Related Resources

Set the stage for high-interest reading with a purpose through a biography project. Students work together to generate questions they would like to answer about several well-known people, then each student chooses one of these and finds information by reading a biography from the library and doing Internet research. Students create a graphic organizer (a web) to organize the facts they have found and share what they have learned about their subjects through oral presentations. Students evaluate themselves and their classmates by using a rubric during the research and graphic organizer-creation process and by giving written feedback on one another's presentations.

Featured Resources

Bio-Cube : This planning tool can help students organize their research; use it as an extension to the lesson and have them outline the lives they' researched before writing their own biographies.

From Theory to Practice

• By using graphic organizers, students write or draw meanings and relationships of underlying ideas. This has been shown to improve students' ability to recall content.
• By summarizing information, students improve in including ideas related to the main idea, generalizing, and removing redundancy.
• By working in cooperative groups, students may increase their learning of reading strategies through peer discussion. They may also lead to better comprehension.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• School or classroom library with a broad selection of biographies
• Computers with Internet access and printing capability
• Index cards
• Oral Presentation Peer Feedback Form
• Oral Presentation Rubric

Student Objectives

Students will

• Learn to ask relevant questions before beginning a research project
• Learn to take notes and categorize information as they create graphic organizers
• Improve comprehension as they read and skim text for main ideas and details
• Develop research skills (book and Internet) with the purpose of teaching the class what they have learned
• Think critically as they use rubrics and written feedback to evaluate their classmates and themselves

Session 1: Before Reading

Sessions 2 to 5, session 6: after reading, sessions 7 to 9: class presentations.

Have students use their webs and the online Bio-Cube tool to plan and write biographies of the person they have researched. When they are finished, ask students to share the books with a younger class.

Student Assessment / Reflections

Possible student assessments include:

• Use the Web Rubric to grade the students' webs.
• Use the Oral Presentation Rubric to grade students' presentations based on the quality and completeness of information given.
• Observe and evaluate students' participation in group work and ability to critique other students' presentations based on their comments on the Oral Presentation Peer Feedback Form .
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• Kindergarten K

Assignment Biography: Student Criteria and Rubric for Writing

Researching an Individual Aligned to Common Core Writing Standards

• Tips & Strategies
• An Introduction to Teaching
• Policies & Discipline
• Community Involvement
• School Administration
• Technology in the Classroom
• Teaching Adult Learners
• Issues In Education
• Teaching Resources
• Becoming A Teacher
• Assessments & Tests
• Elementary Education
• Secondary Education
• Special Education
• Homeschooling
• M.A., English, Western Connecticut State University
• B.S., Education, Southern Connecticut State University

The genre of  biography can also be categorized in the sub-genre of  narrative nonfiction/historical nonfiction. When a teacher assigns a biography as a writing assignment, the purpose is to have a student utilize multiple research tools to gather and to synthesize information that may be used as evidence in a written report about an individual. The evidence gained from research can include a person’s words, actions, journals, reactions, related books, interviews with friends, relatives, associates, and enemies. The historical context is equally important. Since there are people who have influenced every academic discipline, assigning a biography can be a cross-disciplinary or inter-disciplinary writing assignment. 

Middle and high school teachers should allow students to have a choice in selecting the subject for a biography. Providing student choice, particularly for students in grades 7-12, increases their engagement and their motivation especially if students select individuals they care about. Students would find it difficult to write about a person they do not like. Such an attitude compromises the process of researching and writing the biography.

According to by Judith L. Irvin, Julie Meltzer and Melinda S. Dukes in their book  Taking Action on Adolescent Literacy:

"As humans, we are motivated to engage when we are interested or have real purpose for doing so. So motivation to engage [students] is the first step on the road to improving literacy habits and skills" (Chapter 1).

Students should find at least three different sources (if possible) to make sure the biography is accurate. A good biography is well-balanced and objective. That means if there is disagreement between sources, the student can use the evidence to state that there is a conflict.  Students should know that a good biography is more than a timeline of events in a person's life.

The context of a person's life is important. Students should include information about the historical time period in which a subject lived and did her/his work. 

In addition, the student should have a purpose for researching another person's life. For example, the purpose for a student to research and write a biography can be in a response to the prompt:

"How does this writing this biography help me to understand the influence of this person on history, and quite possibly, this person's impact on me?"

The following standards-based criteria and scoring rubrics can be used to grade a student-selected biography. Both criteria and rubrics should be given to students before they begin their work. 

Criteria for a Student Biography aligned to Common Core State Standards

A General Outline for Biography Details

• Birthdate /Birthplace
• Death (if applicable).
• Family Members.
• Miscellaneous (religion, titles, etc).

Education/Influences

• Schooling.Training.
• Work Experiences.
• Contemporaries/Relationships.

Accomplishments/  Significance

• Evidence of major accomplishments.
• Evidence of minor accomplishments (if relevant).
• The analysis that supports why the individual was worthy of note in their field of expertise during his or her life.
• Analysis why this individual is worthy of note in their field of expertise today.

Quotes/Publications

• Statements made.
• Works published.

Biography Organization using the CCSS Anchor Writing Standards 

• Transitions are effective in assisting the reader to understand shifts.
• Ideas within each paragraph are fully developed.
• Each point is supported by evidence.
• All evidence is relevant.  
• Important terms are explained to the reader.
• Purpose of each paragraph (introduction, body paragraphs, conclusion) is clear.  
• Clear relationship between topic sentence(s) and paragraph(s) that came before is evident.

Grading Rubric: Holistic Standards with Letter Grade Conversions

(based on extended response Smarter Balanced Assessment writing rubric)

Score: 4 or Letter Grade: A

Student response is a thorough elaboration of the support/evidence on the topic (individual) including the effective use of source material. The response clearly and effectively develops ideas, using precise language:

• Comprehensive evidence (facts and details) from source materials are integrated.
• Relevant, and specific clear citations or attribution to source materials.
• Effective use of a variety of elaborative techniques.
• Vocabulary is clearly appropriate for the audience and purpose. 
• Effective, appropriate style enhances content.

Score: 3  Letter Grade: B

Student response is an adequate elaboration of the support/evidence in the biography that includes the use of source materials. The student response adequately develops ideas, employing a mix of precise and more general language:  

• Adequate evidence (facts and details) from the source materials is integrated and relevant, yet the evidence and explanation may be general.
• Adequate use of citations or attribution to the source material.  
• Adequate use of some elaborative techniques.
• Vocabulary is generally appropriate for the audience and purpose.
• The style is generally appropriate for the audience and purpose.

Score: 2 Letter Grade: C

Student response is uneven with a cursory elaboration of the support/evidence in the biography that includes the uneven or limited use of source material. The student response develops ideas unevenly, using simplistic language:

• Some evidence (facts and details) from the source materials may be weakly integrated, imprecise, repetitive, vague, and/or copied.
• Weak use of citations or attribution to source materials.
• Weak or uneven use of elaborative techniques.
• Development may consist primarily of source summaries.
• Vocabulary use is uneven or somewhat ineffective for the audience and purpose.
• Inconsistent or weak attempt to create the appropriate style.

Score: 1 Letter Grade: D

Student response provides a minimal elaboration of the support/evidence in the biography that includes little or no use of source material. The student response is vague, lacks clarity, or is confusing:

• Evidence (facts and details) from the source material is minimal, irrelevant, absent, incorrectly used. 
• Insufficient use of citations or attribution to the source material.
• Minimal, if any, use of elaborative techniques.
• Vocabulary is limited or ineffective for the audience and purpose.
• Little or no evidence of appropriate style.
• Insufficient or plagiarized (copied without credit) text.
• Off-topic. 
• Off-purpose.
• Pros and Cons to Flexible Grouping in Middle and High School
• Grading for Proficiency in the World of 4.0 GPAs
• What Is an Annotated Bibliography?
• How to Write an Interesting Biography
• T.E.S.T. Season for Grades 7-12
• Topics for a Lesson Plan Template
• The Whys and How-tos for Group Writing in All Content Areas
• How to Create a Rubric in 6 Steps
• Definition and Examples of Analysis in Composition
• Beef Up Critical Thinking and Writing Skills: Comparison Essays
• What Is Plagiarism?
• 10 Test Question Terms and What They Ask Students to Do
• Higher Level Thinking: Synthesis in Bloom's Taxonomy
• What Is a Rubric?
• Writing Prompt (Composition)
• Rubrics - Quick Guide for all Content Areas

Writing An Autobiography Worksheet For ESL Students

Writing an autobiography worksheet

This worksheet trains students to write an autobiography. It is designed with an eclectic approach to writing that combines product writing with process writing .

• Level: upper intermediate
• Timing: 50-55 minutes
• Materials: sheets of paper and pens.
• Objectives: learners will be able to write a short autobiography.

Short description of the lesson plan

Writing an autobiography worksheet for ESL Students:

The objective of this worksheet is to help students write an autobiography . A model text is provided for study and comprehension. Then, a distinction is highlighted between a biography and an autobiography. After that, the students are guided to produce a short autobiography, mentioning their early childhood, schooling, difficulties they encountered, and the life lesson they learned.

Here are the steps:

• They do a meaning-focused activity to make sure they understand the text. 
• Then, they study the text in terms of language (tense, linking words, etc.) and layout. 
• Generating ideas and planning.
• Final draft.

A link to a PDF Format of the worksheet is provided at the end.

Starter (reading a model text)

Before asking the students to read the text make sure they understand the difference between a biography and an autobiography.

What is the difference between a biography and an autobiography?

Ask the students to work in small groups to match the following words with their definitions:

Match the words with their definitions:

Autobiography sample

Students read the following autobiography and answer the questions.

Read the following short autobiography and answer the tasks below:

(1) I was born on a beautiful summer evening in Madrid, Spain. I don’t have many early childhood memories, but my mother described me as a highly active, inquisitive, and talkative youngster. Even without waiting for the responses, I would ask dozens of questions per minute. This explains why my parents kept providing me with books and instructional videos since I turned five.

(2) Fortunately, when I was at school, my desire to learn continued. I had a strong interest in English, philosophy, and history. Because I was passionate about learning, I gained extensive knowledge in these fields. This also helped me get accepted to the college of my dreams. Today, I am enrolled in law school, and I couldn’t be happier about it. My degree will certainly be my ticket to a better tomorrow. I aspire to become a well-known attorney. I put a lot of effort into my studies and spend my leisure time reading academic articles and watching interviews with respected experts on the subject.

(3) I know that difficulties and problems are a necessary part of life and that it is not all sunshine and rainbows. Paying down my student debt has become a significant burden for me because my parents were unable to fully assist me with my education expenses. To make ends meet, I work a part-time job. I feel happy every month when I get paid and get to plan how I’m going to spend my money.

(4) In my opinion, success is determined mainly by two elements. The first is someone’s perseverance and will to succeed. Are you willing to make compromises to accomplish your objective, such as working and attending school at the same time? Are you ready to go past a failure and try again to reach your dream? Success is essentially impossible without strong personal motivation. The second factor that determines your success is relationships. Without the support of my family, I might have not been able to enroll in a law school.

Model text tasks

Complete the following chart with information from the text:

Complete the following paragraph with information from the text:

From the early years of my life, I was… At school, I was interested in… Now, I am… I want to become… However, I have a problem with… This led me to….. I know I will succeed thanks to…

After reading comprehension, it is high time for the students to practice some of the language resources they will probably use in their biographies, namely:

• Describe personal and physical traits.
• Describe feelings and places.
• Linking words.

Put the following adjectives in the appropriate column:

handsome – short – sad – happy – depressed – motivated – curious – classy – friendly – sunny – pretty – elegant – cozy – boring – crowded – quiet- modern – inquisitive – funny – contemporary – ancient – charming – bored – cute – sleek gorgeous – tall – enthusiastic – creative – hectic – lovely

Fill in the blanks with the appropriate words from the chart above:

• I was a  curious  child. I was always eager to know more.
• Born on a warm sunny day in a  gorgeous  seaside town in Spain, I always felt that I was  lucky .
• From the early years of my life, I was  funny  and had a good sense of humor.
• I was a  classy  girl. I used to always wear elegant clothes
• At school, I was  friendly  and was the most popular girl in school. 

Put the following words in the appropriate column:

In addition – When I was… – In brief – Since – However – Consequently – Later – Ultimately – Moreover – For instance – As soon as – Nevertheless – But – Also – Whereas – Such as – Yet – Besides – Despite – After – Because – Finally – As a result- In a nutshell – For example – Today – Still – Subsequently

Process writing tasks

After doing the above practice activities, the teacher provides the topic of the writing activity:

You noticed that some of your schoolmates lack motivation. Write a short autobiography to be published in your school magazine mentioning how you managed to succeed despite the difficulties you encountered in your life. Writing topic

Idea generation and outline

The teacher then asks the students to brainstorm ideas about their lives that they could include in an autobiography.

• Early childhood
• Physical and personal characteristics.
• Your passion.
• Difficulties you encountered.
• Schooling and hard work.
• Lessons learned from your experience.

They may use the same structure of the text. To do so they may be invited to complete the chart below:

They write a rough draft using the information in their answers.

This is their first attempt at writing, paying attention to the following points:

• The focus is on fluency.
• The students do not have to be preoccupied too much with accuracy.

Checking for grammar mistakes is not the principal aspect of revising. It is more of an assessment of the general organization and content of thoughts. The students decide whether their writing effectively conveys meaning to the intended audience. For instance, some ideas might be dropped while others might be improved.

Checklist for editing:

• Is the choice of vocabulary items appropriate?
• Are the verbs in the correct tense?
• Are the verbs correctly formed?
• Have you checked the subject-verb agreement?
• Have you used correct sentence structures?
• Are the prepositions correctly used?
• Have you checked the use of articles?

Then students work in pairs to edit the autobiographies. Provide a checklist for students to use for editing.

The focus is on elements like:

• Diction (choice of words)
• Grammar (tense, sentence structure, prepositions…)
• Mechanics (punctuation & capitalization)
• Linking words

Students exchange autobiographies. As homework, they read each other’s autobiographies and find similarities and differences between their own autobiographies and their classmates. A class discussion can be scheduled for the next session.

Optionally, ask students to provide photos to use as illustrations.

You can get the writing an autobiography worksheet in PDF format for just $1

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Buchanan Introduces Bill to Strengthen U.S.-Israel Health Care Partnership

May 9 , 2024.

WASHINGTON  –  Congressman Vern Buchanan,   Vice Chairman of the House Ways and Means Committee and Chairman of the Health Subcommittee  introduced   legislation   to increase and facilitate close coordination between the United States and Israel on new and improved health care technologies. Congresswoman Miller-Meeks (R-IA) and Congressman Soto (D-FL) joined as original cosponsors.   Specifically, the  Maximizing   Israel -U.S. Research Advancement and Collaborative Leadership in Emerging Medical Technology Act , or simply,   the   (MIRACLE) Medical Technology Act would: 

• Promote R&D between the U.S. and Israel
• Support innovation hubs to accelerate the development and commercialization of new and emerging health technologies
• Protect health IP protections for biological products shared between the countries
• Facilitate best practices for health care system strengthening, including hospital cybersecurity efforts
• Enhance telemedicine infrastructure between the two countries 
• Increase disease prevention initiatives
• Promote exchange programs and training initiatives
• Establish a U.S. Israel Health Care Collaboration Center

“Similar to the United States, Israel is a leading hub for new and innovative health-related technology,”  said Congressman Buchanan . “I am pleased to introduce this important bipartisan legislation with Congresswoman Miller-Meeks and Congressman Soto to help foster and build stronger ties in health care between the United States and our greatest ally in the Middle East, Israel.” 

“Israel is not only an outpost of freedom in the Middle East, it is an innovation and technological powerhouse. Our bipartisan bill would enhance cooperation with our great ally and advance important research in health technology to benefit humanity,”  said Congresswoman Miller-Meeks . “At a time when Israel is under attack, it is critical that potential medical breakthroughs are not stifled. I am proud to join Reps. Buchanan and Soto in this bipartisan effort and I will continue to stand with Israel.”

“I am proud to work with Congressman Buchanan on this effort to strengthen collaboration between the United States and Israel in the healthcare space,”  said Congressman Soto . “As the U.S. secures itself as a leader in the global community, we must welcome opportunities to improve our development of medical devices, pharmaceuticals, and other solutions such as early-stage clinical trials. I look forward to working with my colleagues on both sides of the aisle to move this innovative proposal forward.”

This legislation is supported by AIPAC, Combat Antisemitism Movement, Conference of Presidents of Major American Jewish Organizations and the Jewish Federations. 

"The U.S.-Israel relationship is built on shared values and interests, and the deepened collaboration fostered by this vital legislation will only further strengthen the enduring alliance and promote the health and prosperity of the peoples of both nations,”  said Sacha Roytman, CEO of the Combat Antisemitism Movement.

“We applaud the bipartisan introduction of the MIRACLE Medical Technology Act. The U.S.-Israel relationship is mutually beneficial in many respects – technological and health research and development being a key facet of that,”  said William C. Daroff, CEO of the Conference of Presidents of the Major American Jewish Organizations . “The MIRACLE Medical Technology Act will help to streamline this cooperation by establishing a U.S. Israel Health Care Collaboration Center and will strengthen telemedicine infrastructure, disease prevention, hospital cybersecurity, and more.”

“Now, more than ever, it is critical that the United States continue to strengthen its relationship with Israel, expanding to new horizons that foster innovation and research with lasting healthcare impacts for both the United States and its ally,"  said Karen Paikin Barall, Vice President of Government Relations for the Jewish Federations.  

In addition to being the Vice Chairman and most senior Republican on the powerful U.S. House Ways and Means Committee, Buchanan is also the Chairman of the Health Subcommittee, which has broad jurisdiction over traditional Medicare, the Medicare prescription drug benefit program, and Medicare Advantage.

Permalink: https://buchanan.house.gov/2024/5/buchanan-introduces-bill-to-strengthen-u-s-israel-health-care-partnership

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