writing about me: autobiographical writing
DESCRIPTION
Booklet including my research and resources about having students write autobiographical pieces, including memoirs and personal narratives.TRANSCRIPT
Writing about Me
Building Identity through
Autobiographical Writing
Ilissa Fenlason
Lemmon Valley Elementary
Rationale
I chose to focus my research on autobiographical writing because it is my favorite type of
writing to teach and read, however I had spent very little time researching and investigating its
effectiveness. I know that my students excel when they have the opportunity to write about
themselves in fun and creative ways. Writing autobiographies, memoirs, personal narratives, and
other pieces about themselves also helps my students express who they are through their writing.
Each time I give my students an autobiographical assignment, I learn a great deal about who they
are, and I think they learn a little about themselves along the way as well.
Another reason I was inspired to conduct this inquiry was because of an experience my
little brother shared with me when he was in high school. His senior English teachers (Amie
Newberry and Rob Stone, both from Washoe County School District) held a special celebration
at the end of the year that they called “Museum of Me.” One night after school, the families of
all the students were invited to come read some of the autobiographical pieces their children had
written and collected over the course of the year. The students were not there, but they had left
notes to each person they invited telling us about their projects and explaining how we should
read and respond to their work. Reading this collection of pieces that my little brother had
written about himself was a very powerful experience for both of us. As I sat there in that quiet
classroom, I felt like I got to see pieces of my brother that I never knew were there. Even now,
years later, when we talk about that project his face lights up with pride. That night I knew that I
wanted to find a way to bring a similar experience to the students at my school. For the past two
years I have begun incorporating the “Museum of Me” practice into my teaching, but I still feel
like there is something missing and I have room to grow. I knew this inquiry project was the
perfect opportunity to find out more about how to successfully incorporate autobiographical
writing into my teaching practice.
Through this inquiry process I hoped to find research supporting the use of
autobiographical writing in the classroom, as well as ideas about how to teach this genre
effectively. I began my inquiry by thinking about the ways I already use autobiographical
writing. Then I searched for books and articles that would add to my knowledge base and
repertoire of teaching strategies.
Essential Question:
How can writing autobiographical pieces support students’ narrative writing skills, while at the
same time building their sense of identity?
Common Core Writing Standards:
A large range of writing standards are addressed when teaching students to write autobiographies
effectively, including standards about types of writing, research, the writing process,
collaboration, and publication. The two standards that are most closely linked to my inquiry are:
Text Types and Purposes:
W.3: Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
W.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
More about the Narrative Writing Standard
According to the Common Core State Standards (2010),
“Narrative writing conveys experience, either real or imaginary, and uses time as its deep
structure. It can be used for many purposes, such as to inform, instruct, persuade, or
entertain. In English language arts, students produce narratives that take the form of
creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn
to provide visual details of scenes, objects, or people; to depict specific actions (for
example, movements, gestures, postures, and expressions); to use dialogue and interior
monologue that provide insight into the narrator’s and characters’ personalities and
motives; and to manipulate pace to highlight the significance of events and create tension
and suspense. In history/social studies, students write narrative accounts about
individuals. They also construct event models of what happened, selecting from their
sources only the most relevant information. In science, students write narrative
descriptions of the step-by-step procedures they follow in their investigations so that
others can replicate their procedures and (perhaps) reach the same results. With practice,
students expand their repertoire and control of different narrative strategies.” (National
Governors Association Center for Best Practices, Council of Chief State School Officers,
2010, appendix A, p. 24)
Autobiography vs. Memoir
As I conducted my research, I began to wonder what the difference was between an
autobiography and a memoir. The two terms are often used interchangeably; however there are
differences between them. According to Publishing Solutions Inc. (2012), the following are the
key features of autobiographies and memoirs.
Autobiography:
An autobiography is a person’s life story told in chronological order. An autobiography includes
facts and details about all major events in the person’s lifetime. In an autobiography it is
important for information to be accurate, so some research about dates, places, and people may
be necessary.
Memoir:
A memoir is a narrative piece of writing that focuses on a particular time period or theme in a
person’s life. Although a memoir is based in real experiences, the focus in on thoughts,
emotions, mood, and tone, rather than on facts. A memoir is guided by the writer’s memory of
an event, so accuracy is not as important as in an autobiography.
Methods of Analysis
For this project, I began by gathering the resources I already had that related to
autobiographical writing. First I pulled the lessons on autobiography that I was already using in
my classroom. Next, I turned to the binders full of articles on good teaching that I had previously
read. I rediscovered many great articles about helping students develop and express their
identities through writing. Then I conducted a search using the database Education Researcher
Complete (EbscoHost). I searched for information using combinations of keywords such as:
autobiography, memoir, writing, teaching, personal narrative, and identity. Finally, I read and
reread everything I had collected while taking notes on the content, searching for patterns of
thought as well as unique and insightful ideas.
Literature Review
Writing stories about personal experiences is an important skill for students in every
grade level. Whether they are called personal narratives, autobiographies, or memoirs, these
stories can help students develop their writing skills while at the same time building and
expressing their unique identities. There are many ideas for how to help students write these
autobiographical texts effectively, including using mentor texts and a variety of writing
structures. I will begin by explaining reasons why autobiographical writing is so important and
will follow with examples of ways to strengthen students’ autobiographical writing.
The Importance of Autobiography
One reason to incorporate autobiographical writing into the writing curriculum is that is
gives students opportunities to build their overall writing skills. Through the process of writing
and rewriting autobiographical texts, students learn a great deal about the writing process (Birren
& Svensson, 32006; Espinosa, 2006). Students can improve specific writing traits, such as word
choice and voice, by reading mentor texts that showcase these traits and then exploring them in
their own writing (Brown, 2010; Espinosa, 2006; Sychterz, 2009). Students can also learn about
development of character, setting, theme, or mood by writing separate pieces directed at each of
these elements (Sychterz, 2009). By having students write a variety of autobiographical pieces,
teachers can introduce students to structural techniques such as writing vignettes, creating a
circular structure, hooking the reader, and using dialogue (Espinosa, 2006; Sychterz, 2009).
Students can even explore elements of language in their autobiographical writing. They can learn
to use repetition, run-on sentences and sentence fragments effectively (Sychterz, 2009). Students
also learn the importance of using vivid details to tell their story (Espinosa, 2006). There are
clearly many benefits for students writing skills from writing narratives and autobiographical
texts.
While improving students’ writing is an essential goal for any teacher, perhaps the most
important reason for using autobiographical writing in the classroom is that it allows students to
develop their identity. Through writing, students have the opportunity to express who they are
and feel that their voice and experiences are valued. Students can construct their identity within
the classroom and in relation to their peers through their writing (Cappello, 2006). Unfortunately,
today’s schools are often so focused on standardization and uniformity that students either do not
have the chance to express their true identity or do not feel comfortable doing so (Gavelek &
Bresnahan, 2009). Saenz (2004) describes his personal experiences as a student. He felt that
others expected him to set aside his identity as a writer in order to take on a more “American”
one. Clearly we need to do a better job of ensuring that each student’s voice is respected in our
classrooms.
Autobiographical writing gives up the perfect occasion to showcase students’ identities.
By allowing students to write about themselves, their families, their culture, and their
experiences, we show them that these things matter. Benefits of writing and sharing
autobiographies include improved sense of self and self-confidence (Birren & Svensson, 2006;
Miller & Mehler, 1994). Second language learners and students from minority backgrounds also
have a chance to see their culture displayed and appreciated in ways that the traditional
curriculum doesn’t always allow for (Armon & Ortega, 2008; Espinosa, 2006; Sychterz, 2009).
These children can use their writing to build bridges between their home and school life (Haas
Dyson, 1993; Miller & Mehler, 1994). Furthermore, when people share their autobiographical
writing, friendships develop and bonds between students and teachers strengthen (Armon &
Ortega, 2008; Birren & Svensson, 2006). When students write about their experiences with
common themes, issues, or emotions, others are able to relate to their stories on a personal level
(Birren & Svensson, 2006; Brown, 2010). This also helps to build bonds between readers and
writers.
Helping Students Create Well-Crafted Autobiographies
There are many ways teachers can support students’ writing of autobiographical pieces.
These include letting students tell stories orally, providing mentor texts that inspire storytelling,
and using a variety of structures for writing. Teachers should also give students time for sharing
and response, encourage revision and rewriting, and arrange for occasions for publication or
presentation. Many of the ideas discussed below are simply good writing practices that have
been applied specifically to autobiographical writing.
Have students share their stories orally
Children are often used to telling and listening to personal stories. Families often use
storytelling at home as a way to socialize children and construct identities (Armon & Ortega,
2008; Miller & Mehler, 1994). We have all experienced these familial storytelling sessions,
where decades old stories that have been told dozens of times are intertwined with brand new
experiences. By participating in these events, students learn narrative structure as well as skills
such as effective word choice, parallel constructions, and use of metaphors (Miler & Mehler,
1994). Teachers can tap into this resource by having students share their personal stories orally
(Birren & Svensson, 2006; Espinosa, 2006; Miller & Mehler, 1994). This can be especially
helpful for younger children (Miller & Mehler, 1994) and second language learners (Espinosa,
2006). Teachers should also be willing to share their own stories and model this for students
(Espinosa, 2006). One way to structure oral autobiography time is similar to show and tell.
Children can bring in objects that are important to them, but rather than merely describing the
object, students should be encouraged to create a narrative about why this particular object
matters to them or tell a story about the object (Miller & Mehler, 1994). These oral stories can
then be used to spark student writing in later sessions.
Use mentor texts to inspire writing
There are many great autobiographies and memoirs written for children (see the
supporting materials section for a list of recommended titles). Reading these texts with your
students can inspire them to write about their own memories and experiences in unique and
powerful ways (Armon & Ortega, 2008; Espinosa, 2006; Sychterz 2009). Sychterz (2009)
suggests that students can learn to focus on specific elements of their writing, such as
characterization, word choice, theme, mood, and voice, by exploring those elements in a mentor
text and then experimenting with them in their own narrative pieces. Mentor texts can be read
aloud to students and used to inspire their writing instead of giving them a writing prompt
(Espinosa, 2006). Students can be asked to write their own autobiographical piece in response to
a mentor text that borrows a technique from the mentor text or matches the tone or topic of the
mentor text.
Introduce students to a variety of structures and types of texts
There are many different structures that can be effective for writing autobiographical
pieces. Students can write about a single event (Sychterz, 2009). They can write a collection of
vignettes centered around an important life theme, such as friendship, goals, family, or growing
up (Birren & Svensson, 2006; Sychterz, 2009) or told in chronological order like a written
timeline (Sychterz, 2009). Adding illustrations to these collections of vignettes is another way to
deepen this experience (Armon & Ortega, 2008). Students can even write their own
autobiographical comics or graphic novels (Sychterz, 2009). Students may want to try writing a
memoir with a circular structure, which begins in the same ways as it ends (Sychterz, 2009).
Students can also write things like diary entries, letters, timelines, lists or poems or even
incorporate writing into more artistic projects such as photo albums or scrapbooks, picture
books, or self-portraits.
Ask students to try using specific skills and techniques
Students’ writing skills can be improved through autobiographical writing by having
them use specific techniques in their pieces (Espinosa, 2006; Sychterz, 2009). For example,
Sychterz (2009) recommends teaching students to incorporate dialogue, repetition, run-on
sentences and sentence fragments, and flashbacks in their writing. Bilingual students should be
encouraged to use both of the languages that they speak in their autobiographical writing (Armon
& Ortega, 2008; Espinosa, 2006). Students can also revise their writing by elaborating on a
specific part and slowing down the action to give the reader an extraordinary amount of detail
(Espinosa, 2006). Students can also incorporate figurative language into their autobiographical
pieces (Miller & Mehler, 1994).
Have students write seed stories and keep them to elaborate on later
Sometimes the task of creating an amazing piece of writing can be overwhelming to
students or the prompts we use to get our students writing are not meaningful to them. That is
where the idea of seed stories comes in. Seed stories are short, first draft, stories. The idea behind
seed stories is that students do a quick write about whatever personal memory is sparked by a
mentor text or someone else’s story (Espinosa, 2006).. These stories can be kept in a writer’s
notebook and used for later writing assignments (Espinosa, 2006). Once students have a
collection of seed stories, they can choose the ones that are meaningful to them to revise and
publish (Espinosa, 2006). Teachers can also use seed stories when they want students to practice
a specific technique. For example, Espinosa recommends having students try techniques such as
exploding a moment or using dialogue by revising a seed story. Seed stories are powerful
because they give all students in the class an opportunity to experiment with the same writing
prompt or topic, but don’t force students to spend a lot of time writing and rewriting something
that they don’t care about. Having choice is essential when having students write about personal
experiences (Fletcher, 2007)
Allow time for student sharing, response, and collaboration
Children need time to talk about their writing. Espinosa (2006) suggests having students
talk about their ideas with a partner before they begin writing. Partners can then prompt one
another to tell about details the reader would be interested in hearing (Espinosa, 2006). Another
benefit of having students discuss their ideas before writing is that one child’s story may spark a
memory for another child (Espinosa, 2006). Having students talk during the writing process, for
example after they have written a first draft but before they do any revision, can also help
strengthen writing (Birren & Svensson, 2006; Espinosa, 2006). Even talking while writing can
strengthen students’ work (Cappello, 2006). Both listening to the ideas of others and hearing
feedback about their own writing can help students make meaningful revisions (Birren &
Svensson, 2006). Critiquing and discussing students’ work in small groups or as a whole class
can also be effective (Armon & Ortega, 2008). Armon and Ortega explain that benefits of group
critiques include the author hearing positive comments and constructive feedback, as well as the
other members of the class having the opportunity to focus in on things the writer has done well.
Collect autobiographical pieces in a portfolio and find a meaningful way to share them with
others
Students often feel a great sense of pride after writing their own autobiographical pieces
(Birren & Svensson, 2006). We can help develop this pride by allowing them to share their
stories with others. Students can collect their autobiographical pieces in a portfolio throughout
the year, or just during a particular unit. Then teachers should give students a special opportunity
to publish their writing or share it with others. Armon and Ortega (2008) recommend holding an
evening celebration in which students can show off their finished autobiographical projects.
Students can read their work aloud (Armon & Ortega, 2008). They can also display it in creative
ways, such as accordion books made of file folders (Armon & Ortega, 2008). At the Museum of
Me that my brother’s school held, students got to display their work in whatever format they
chose, including on poster boards and in binders, and their families left notes about their child’s
work. Author’s chair is another powerful way to give students a chance to present their memoirs
and personal narratives (Cappello, 2006).
Analyzing Student Samples
One autobiographical writing assignment I have given my students in the past is called
“25 Things You Don’t Know About Me” (from a WCSD teacher named Aime Newberry; lesson
plans and materials included in the supplement section of this booklet). In this assignment,
students create a list of 25 interesting facts about themselves, inspired by the “25 Things You
Don’t Know About…” articles from US Weekly magazine. For this assignment, the writing focus
is on sentence fluency as students try to make their list more interesting my varying their
sentence lengths, structures, and beginning words. For the final draft of this piece, students create
a poster with all of their facts as well as pictures they feel represent them. This is always one of
my students’ favorite writing activities of the year. The following excerpts came from two
former students:
Excerpt from “25 Things You Don’t Know About Alex”
1. I know that I don’t dance at school but trust me I’m a dance freak!
2. I’m 10 years old and I’m the youngest in my family.
3. When I get older my goal is to go pass high school go to college and be a doctor.
4. I like going outside & pertend that people are playing soccer with me and that is
how I like soccer. Goal!
5. Well this might be funny for you people but I almos got squshed by an elevator.
Excerpt from “25 Things You Don’t Know About Me! (Andrea)”
1. I love to eat peanut butter with a spoon.
2. I read more than 3 books in a week.
3. The total number of animals I have at home is 15.
4. I like to sing but not in front of everyone.
5. I am able to speak Spanish and English.
Both Alex and Andrea used this piece of writing to build their identity within the
classroom, as well as to establish the differences between who they are at school and their more
private sides at home. Alex is definitely experimenting with sentence fluency in his piece, and is
also working to include vivid details. Andrea is beginning to work toward these skills, but needs
additional support and guidance. Clearly this assignment gives students meets my goal of
developing students writing skills while allowing them to express their identity. I learned a lot
about my students’ backgrounds and interests through this piece, which is another reason I was
inspired to have my students do more autobiographical writing.
I also have my students create picture book autobiographies each year. For this
assignment, they write 5 short stories about different points in their life, and collect them in one
book. Below you will find two complete student samples, as well as an excerpt from another
students’ writing. Both Andrew and Vanessa completed the assignment and told about things that
were important to them. By reading their books we are able to begin forming a picture of who
they are. They both have the beginnings of many interesting stories about themselves. What both
of these books lacked was enough detail to help the reader visualize the memories. Megan’s
book, on the other hand, was filled with personal stories with many details. One reason I wanted
to do this inquiry was to find out how to help all of my students develop their autobiographical
writing as fully as Megan has. I plan to apply many of the ideas discussed in the literature review
above in order to help improve my students’ autobiographical pieces.
“Me, Myself, and I” by Vanessa
My name is Vanessa and Im a hyper person! Im going to tell you about myself! I
love to hang out with my friends and family.
When I was a baby I picked up random stuff and ate it! I picked up like change
and rocks and other crazy stuff! I didn’t know what to do with it so I ate it! I don’t
know how it tastes now because I don’t remember! I love being a baby!
My earliest memory was going to the movies! I watched “Cabin in the Woods”!
Only one part scared me! When a wolf popped up out of noware!
I have a lot of friends that I love! I love them because they make me laugh!
They hang out with me. They help me with my problems and they always have my back!
Me and my family went to the middle of noware! We packed food and water!
Then off we went! We couldn’t see anything any more. So we stoped and found a park
and had a picknick!
I want to be a nurse for babys! I want to go to college! I want to be a nures for
babys because I love them!
I want people to remember me as Vanessa and that I am a hyper person! I love
babys and I want to go to college!
“My Life About Andrew”
Oh. My name is Andrew. I am a 10 year old boy that was born 8/11 Aogest
eleventh I am jast a normel kid that lives a normel life everyday When I was little I
used to shake my cribs rails and escapre and go down stars and hide
I remeber I used to go to my gmas house every weekend and play gold with my
gpa. I had some elictoonic train tracks that I played with them. I whould help cook
with my gma.
My family is realy big but my baby brother is realy cure also he was bron this
year oliver was cute when I first saw him. I got to hold him at the hospital. He was
little when I first saw him.
I Always get As and Bs to get A and B Honer roll. I get good grades every time.
My mom and my brothers came to every assembly. I got a award and a pencil for a, b
Honer roll.
I wanted to become a famus cook. I love to cook eggs with some meat. I love to
cook whenever I can. I whant to own a restrant when I am older.
I whant some people to rember me by the stuff I do and the things I own then
I pass down from father to son to on and on.
Excerpt from “Me, Myself and I” by Megan
I remember when I went camping and I never went fishing. My brother took
me down to the creeck and my brother was going to teach me how to fish but when he
was teaching me I hardly ever listened to him. Then he left and told me he would be
back. I just sat and sang a song till I felt a tug I was so excited that it was probably a
fish, so I pulled as hard as I could. I railed the fishing line in and there it was a fish
my brother came back and saw the fish he was similing from left to right. It was the
best day ever.
Conclusion
Researching autobiographical writing has been a joy. I have learned a lot about why it is
important for teachers to incorporate autobiographical writing into their practice, as well as how
to do so effectively. I have also had the opportunity to read some really outstanding writing as I
explored the mentor texts referred to in the books and articles I read. I am excited to improve my
current teaching practice based on what I have learned through this project, and can’t wait to see
where this journey leads next. In the following pages, I have provided supporting materials for
any teacher who is interested in autobiographical writing. These materials include lesson plans
and lists of topics and mentor texts to inspire great writing.
Prompts and Topics
Kids can be inspired to write by written prompts, pictures, mentor texts, etc. Autobiographical
writing can be about many topics, as long as they relate to who the student is in some way. Ideas
include:
• Memorable events (holidays, birthdays, special activities, traditions)
• People who have influenced them (parents, family members, teachers, friends,
heroes, role models, pets)
• Places that hold special meaning (vacation spots, houses, schools, cities,
neighborhoods)
• Meaningful objects (something passed down, gifts, valuable items)
• Personal history (family stories, childhood, name)
• Feelings & emotions (proud, worried, excited, annoyed, embarrassed)
Mentor Texts
Picture Books and Poetry
All the Places to Love by Patricia MacLachlan (1994)
America is Her Name by Luis Rodriguez (1997)
The Art Lesson by Tomie dePaola (1989)
Been to Yesterdays: Poems of a Life by Bennett Hopkins (1999)
Bigmama’s by Donald Crews (1991)
A Fire in My Hands by Gary Soto (2006)
Grandpa was a Cowboy by Silky Sullivan (1996)
I Meant to Tell You by James Stevenson (1996)
The Keeping Quilt by Patricia Polacco (1998)
La Mariposa by Francisco Jimenez (1998)
The Memory Box by Mary Bahr (1992)
Midnight in the Mountains by Julie Lawson (1998)
Miz Berlin Walks by Jane Yolen (1997)
Mr. Lincoln’s Way by Patricia Polacco (2001)
My Dad by Anthony Browne (2001)
My Mama Had a Dancing Heart by Libba Moore Gray (1995)
My Mom by Anthony Browne (2005)
My Rotten Redheaded Older Brother by Patricia Polacco (1994)
My Very Own Room/Mi Propio Cuartito by Amanda Irma Perez (2000)
A Nickel, A Trolley, a Treasure House by Sharon Reiss Baker (2007)
Neighborhood Odes by Gary Soto (2005)
Owl Moon by Jane Yolen (1987)
Pictures from Our Vacation by Lynne Rae Perkins (2007)
Raising Yoder’s Barn by Jane Yolen (2002)
The Relatives Came by Cynthia Rylant (1985)
Sister Anne’s Hands by Marybeth Lorbiecki (1998)
Stagestruck by Tomie dePaola (2005)
Star of Fear, Star of Hope by Johanna Hoestlandt (1993)
Tar Beach by Faith Ringgold (1996)
Terrible Storm by Carol Otis Hurst (2007)
Too Many Tamales by Gary Soto (1993)
The Upside Down Boy: El Nino de Cabeza by Juan Felipe Herrera (2000)
When Everybody Wore a Hat by William Steig (2005)
When I Was Nine by James Stevenson (1986)
When I was Young in the Mountains by Cynthia Rylant (1993)
Where I’m From by George Ella Lyons (1999)
Willie and Max: A Holocaust Story by Amy Littlesugar (2006)
Collections/Chapter Books
The Abracadabra Kid: A Writer’s Life by Sid Fleischman (1996)
Bad Boy: A Memoir by Walter Dean Myers (2001)
Boy: Tales of a Childhood by Roald Dahl (2009)
Boy's Life by Robert R. McCammon (2008)
But I’ll Be Back Again by Cynthia Rylant (1993)
Childtimes: A Three-Generation Memoir by Eloise Greenfield and Leslie Jones Little (1993)
The Circuit: Stories From the Life of a Migrant Child by Francisco Jimenez (1997)
Diary of a Wimpy Kid by Jeff Kinney (200&0
Don’t Tell the Girls: A Family Memoir by Patricia Reilly Giff (2005)
A Girl from Yamhill: A Memoir by Beverly Cleary (1996)
Going Solo by Roald Dahl (2009)
Guts by Gary Paulson (2002)
Guys Write for Guys Read edited by Jon Scieszka (2008)
Hole in My Life by Jack Gantos (2002)
The House on Mango Street by Sandra Cisneros (1984)
I Don’t Want to Be Crazy by Samantha Shutz (2006)
King of the Mild Frontier: An Ill-Advised Autobiography by Chris Crutcher (2004)
Knots in My Yo-Yo String: The Autobiography of a Kid by Jerry Spinelli (1998)
Knucklehead: Tall Tales and Almost True Stories of Growing up Scieszka by Jon Scieszka
(2008)
Little By Little: A Writer’s Education by Jean Little (1991)
Looking Back by Lois Lowry (1998)
Marshfield Dreams: When I Was a Kid by Ralph Fletcher (2005)
Mendel’s Daughter by Martin Lemelman (2006)
Milkweed by Jerry Spinelli (2010)
The Moon and I by Betsy Byars (1996)
My Life in Dog Years by Gary Paulsen (1999)
Pictures of Hollis Woods by Patricia Reilly Giff (2004)
Riding Freedom by Pam Munoz Ryan (1998)
When I Was Your Age edited by Amy Ehrlich (1996)
When I Was Your Age, Volume Two edited by Amy Ehrlich (1999)
Women Hollering Creek and Other Stories by Sandra Cisneros (1991)
A Writer’s Story: From Life to Fiction by Marion Dane Bauer (1995
Writing Fix Lessons
The website www.writingfix.com has many resources for writing teachers. Specifically, the page
http://writingfix.com/genres/narrative.htm features writing lessons that use mentor texts to
inspire students to write their own memoirs and personal narratives. Below are the links to a few
of my favorite lessons, along with a brief description of each.
Bizarre Foods with Ralph Fletcher
http://writingfix.com/process/Revision/Marshfield_Dreams_Revision.htm
Lesson Overview: “This is a revision lesson that again introduces Ralph Fletcher’s writing style
to student writers. After students write a rough draft about a time they eat (or saw someone else
eat) something unusual, they analyze Fletcher’s “Eating the World” chapter from Marshfield
Dreams. Students rewrite their rough drafts, trying to add skills that would impress Ralph
Fletcher, if he knew they had been studying his writing style.”
What Your Room Shows about You!
http://writingfix.com/Chapter_Book_Prompts/boys_life1.htm
Lesson Overview: “Robert McCammon’s novel-- Boy's Life--captures the magic of everyday
life, filled with adventure, discovery, fear, joy, and heartache. In the first two opening pages of
the book, we meet Cory, an eleven-year-old boy, whose character we begin to understand based
on the personal treasures he keeps in his room. This lesson has students brainstorm and record
some of their treasures on a writer's notebook page. Later, students to reflect on their own rooms
(and their personal treasures) and write short narrative descriptions which will allow readers to
know each writer better by the details he/she chooses to show about his/her room.”
Summertime-inspired Memoirs
http://writingfix.com/I_Pod_Prompts/Summertime3.htm
Lesson Overview: “By listening and then responding to multiple versions of the song
“Summertime,” students will understand how songs can convey various moods. Writing about a
personal summertime memory, students will try to mimic a mood from one of the song versions
during a number of quick-writes. At the end of the week, students will pick one summertime
memory from their quick-writes to expand on and take through the writing process.”
Episodic Narrative Writing
http://writingfix.com/Chapter_Book_Prompts/PicturesHollisWoods1.htm
Lesson Overview: “Students will plan a thematically-based story that can be told in a series of
related or unrelated episodes. Each written episode's goal will be to add another perspective or
thinking-point about the writer's chosen theme. When several episodes are written, the writer will
sequence them together as one story (told in multiple episodes) about their theme, and they will
have a piece of episodic writing for their portfolios.”
A Moment Like This Memoir
http://writingfix.com/Chapter_Book_Prompts/Milkweed1.htm
Lesson Overview: “After discussing memories and memoir writing by discussing chapter one of
Milkweed by Jerry Spinelli, students will plan their own memoirs based on a specific memory
from their past or current life. Word choice and details will be brainstormed before students
begin drafting.”
Strong Memoirs Inspired by a Wimpy Diary
http://writingfix.com/genres/narrative_mentor_texts/DiaryWimpyKid.htm
Lesson Overview: Includes suggestions for ways to use Jeff Kinney’s popular book Diary of a
Wimpy Kid” to inspire memoir writing.
From US Weekly, October 19, 2009
From US Weekly, November 8, 2010
From Don’t Forget to Write (Traig, 2011, p. 184-185)
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