This document provides instructions for a three-page personal essay assignment for an 11th grade English class. It outlines three steps: choosing three topics to write about with each topic representing a "color"; writing each page of the memoir with a unique theme or color; and beginning a first draft in journals using writing and prewriting strategies discussed in class. It also includes a rubric that will be used to assess the tricolor personal essays.

1. 11th Grade Engish
Unit 11.1, Week 6
MR. SUAREZ

2. UNIT 11.1 – TRICOLOR PERSONAL ESSAY
•A personal essay gives the reader a glimpse
of your personal life experience. A lot of
times you may need to compose a personal
essay. It could be for a simple class
assignment, or the requirement for a
college application. This is your
TRICOLOR PERSONAL ESSAY

3. STEP ONE:
CHOOSE THREE (3) IDEAS. THESE ARE YOUR THREE COLORS
• How you and your best friend met
• The bravest moment of your life
• What makes your parents special
• The experience of overcoming a fear
• COMPLETE LIST OF IDEAS ON THE CLASS PAGE:
https://www.facebook.com/suarezeslconchita/

4. STEP TWO: THESE ARE YOUR INSTRUCTIONS
•You will create a three (3) page memoir.
Each page of your memoir will have a
unique theme or “color” chosen from the
list that we have provided

5. STEP THREE: FIRST DRAFT
• In your journal, using the writing process (prewriting, drafting,
revising, editing, and publishing) and our prewriting strategies we will
begin our first draft NOW.
• 1) Think about the ideas you have selected
• 2) Go to that idea in your head and describe it.
• 3) allow your mind to go there
• 4) You want to take the reader there with your descriptive words

6. Rubric for Assessment of the Tricolor Personal Essay
15 10 5 0
INTRODUCTION
Background/ History
ThesisStatement
CONCLUSION
Well-developed introduction
engagesthe reader and
createsinterest. Contains
detailed background
information. Thesisclearly
statesa significant and
compelling position or belief.
Conclusion effectively wraps
up and goesbeyond restating
the thesis.
Introduction createsinterest.
Sufficient background
information isprovided.
Thesisclearly statesthe
position or belief.
Conclusion effectively
summarizestopics.
Introduction adequately
explainsthe background,
but may lack detail. Thesis
statesthe position or belief.
Conclusion isrecognizable
and tiesup almost all loose
ends.
Background detailsare a
randomcollection of
information, unclear, or
not related to the topic.
Thesisisvague or unclear.
Conclusion doesnot
summarize main points.
MAIN POINTS
Body Paragraphs
The main idea or a thesis
statement isclearly defined.
There may be more than one
key point. Appropriate
relevant information and
detailsare shared froma
variety of sourcesincluding
personal experiences,
observations, and prior
knowledge. Supporting details
are accurate, relevant, and
helpful in clarifying the main
idea(s).
The main idea can be
identified. The writer shares
relevant information, facts
and experiences. There isa
clear distinction between
general observationsand
specifics. Supporting details
are relevant and explain the
main idea.
The main idea can be
identified. The writer shares
some information, factsand
experiences, but may show
problemsgoing from
general observationsto
specifics. Stronger support
and greater attention to
detailswould strengthen this
paper.
More than one of the
following problemsmay
be evident: The main
idea isnot identifiable.
The writer sharessome
information, but it is
limited or unclear. Details
are missing or repetitious.
ORGANIZATION
Structure
Transitions
Logical progression of ideas
with a clear structure that
enhancesthe
thesis. Transitionsare mature
and graceful.
Logical progression of
ideas. Transitionsare
present equally throughout
essay.
Organization isclear.
Transitionsare present.
No discernable
organization. Transitions
are not
present. Connections
between ideasseem
confusing or incomplete.
STYLE
Writer’sVoice, Audience
Awareness,
The paper ishonest and
enthusiastic. The language is
natural yet thought-provoking.
It bringsthe topic to life. The
reader feelsa strong sense of
interaction with the writer and
sensesthe person behind the
words.
Writing issmooth, skillful, and
coherent. Sentencesare
strong and expressive with
varied structure
Writer'svoice is consistent
and strong. The writer is
aware of an audience. The
reader isinformed and
remainsengaged. Sentences
have varied structure.
Writer'svoice may emerge
strongly on occasion, then
retreat behind general,
vague, tentative, or abstract
language. The writer is
aware of an audience. The
reader isinformed, but must
work at remaining engaged.
Sentence structure shows
some variety.
Writing isconfusing, hard
to follow. Language is
vague. No audience
awareness. No variety in
sentence structure.
MECHANICS
Spelling, punctuation,
capitalization
Punctuation, spelling,
capitalization are correct. No
errors.
Punctuation, spelling,
capitalization are generally
correct, with few errors. (1-
2)
A few errorsin punctuation,
spelling, capitalization. (3-4)
Distracting errorsin
punctuation, spelling,
capitalization.
Introduction/Conclusion _______
Main Points _______
Organization _______
Style _______
Mechanics _______
Total Points ______ = grade of ______