The document provides guidance and examples for writing a memoir. It discusses essential elements of a memoir such as focusing on a significant relationship, place, or thing. It also provides examples of structures that could be used, such as extended metaphor, central image, chronology, contrast, and framing event. Students are encouraged to use precise and relevant details in their memoirs. An outline for a basic memoir structure is also provided, including an introduction, three experience paragraphs, and a conclusion.
The purpose of MJ Arts is to provide the individual as well as the professional community with the graphic tools they need to communicate their message to the world in a manner that is honest, attractive and in keeping with the timeless values that build society.
Marty Jones has been a professional illustrator for over three decades, and is committed to communicating a \'sense of wonder\' to the world. Using hand-drawn and digital media, he creates images in a manner that reflects the contributions of the great illustrators of the Twentieth Century; in a format suited to the Twenty First Century.
Writing The Science Fiction Film: Where do you get your ideas from?robgrant
The lazy way of coming up with science fiction film ideas is to take any an existing movie title and add ..in space! to it. Like High Noon ..in space! (Outland) or Jaws ..in space! (Alien). It’s become a tried and trusted method, but while it has led to the occasional classic - no-one is going to argue against Alien being a sci-fi classic - there are a lot more films in the mediocre pile.
So where do we find new ideas ripe for science fiction?
Well as you might expect they’re all around you, all you have to do is start looking, but it requires that you leave your SF prejudices at the door and open your eyes to the wider world of sci-fi storytelling.
This workshop looks at sources of new ideas, basic tools to gather and store them, explores exercises for taking an idea and turning it into a story and we’ll actually take an idea and break a story with the audience in the room.
Writing For Humans: 10 Tips to Defeat Robot Overlords of CopyBloomerang
Sheena Greer presented 10 tips for defeating robot overlords of copywriting:
1. Know your audience and understand their perspectives through empathy mapping.
2. Focus your writing on your donors by addressing them directly and making them the hero.
3. Get emotional and use authentic emotional language rather than just facts and logic.
4. Keep your writing plain, simple, and short using few characters and short sentences.
5. Have a single most important thing (SMIT) to focus on and don't try to cover too many points.
6. Be clear about the specific action you want readers to take in response to your writing.
7. Make numbers and statistics meaningful by personalizing them
Let the Story Speak: On Sharing Stories with Young PeopleVirtualUnicorn
Meredith Ann Pierce is a fantasy writer and children's librarian. "Let the Story Speak" discusses why Meredith finds sharing stories is so important and details some of her favorite methods for doing so. This presentation was presented on 19 May 2009 for "Conversations in Children's Literatre," a series of talks sponsored by the University of Florida's Center for Children's Literature and Culture and by Goerings Bookstore, located in Gainesville, Florida.
This document provides a summary of the growing popularity of Indian English literature in recent decades. It notes that the number of publications in this genre has increased significantly, with fiction by Indian authors gaining particular popularity. Some of the key factors contributing to this rise include the growth of digital platforms that have encouraged more people to take up writing, as well as socio-economic changes that have expanded the market for published books. However, the document also argues that newer generations of media-savvy writers and publishers, who focus more on marketing, have an advantage over older authors who relied solely on the strength of their writing. It concludes by emphasizing the responsibility of readers, reviewers and organizations like Storizen to actively promote high-quality Indian English
Paul Kahn arrived in Boston to work as a taxi driver while preparing for a teaching career. As a newcomer to the city, he struggled to navigate due to the mismatch between the book of street maps he used and his lack of a mental model of the city's layout. Over time, through getting lost and learning from passengers, he developed a better understanding of the city and how different neighborhoods interconnected.
What's Your Story? Engaging your Blog Readers with the Power of Personal Narrative.
Whether you’re starting a personal blog to share your thoughts and ideas, or blogging to promote your business, storytelling is the most effective way to engage your audience. Recitations of facts or personal journal entries might convey meaning, but stories provide your audience with a relatable entry point into your subject matter. Story inspires, teaches, and stimulates discussion. The well-told story is memorable and unique, positioning you as a trusted voice.
The purpose of MJ Arts is to provide the individual as well as the professional community with the graphic tools they need to communicate their message to the world in a manner that is honest, attractive and in keeping with the timeless values that build society.
Marty Jones has been a professional illustrator for over three decades, and is committed to communicating a \'sense of wonder\' to the world. Using hand-drawn and digital media, he creates images in a manner that reflects the contributions of the great illustrators of the Twentieth Century; in a format suited to the Twenty First Century.
Writing The Science Fiction Film: Where do you get your ideas from?robgrant
The lazy way of coming up with science fiction film ideas is to take any an existing movie title and add ..in space! to it. Like High Noon ..in space! (Outland) or Jaws ..in space! (Alien). It’s become a tried and trusted method, but while it has led to the occasional classic - no-one is going to argue against Alien being a sci-fi classic - there are a lot more films in the mediocre pile.
So where do we find new ideas ripe for science fiction?
Well as you might expect they’re all around you, all you have to do is start looking, but it requires that you leave your SF prejudices at the door and open your eyes to the wider world of sci-fi storytelling.
This workshop looks at sources of new ideas, basic tools to gather and store them, explores exercises for taking an idea and turning it into a story and we’ll actually take an idea and break a story with the audience in the room.
Writing For Humans: 10 Tips to Defeat Robot Overlords of CopyBloomerang
Sheena Greer presented 10 tips for defeating robot overlords of copywriting:
1. Know your audience and understand their perspectives through empathy mapping.
2. Focus your writing on your donors by addressing them directly and making them the hero.
3. Get emotional and use authentic emotional language rather than just facts and logic.
4. Keep your writing plain, simple, and short using few characters and short sentences.
5. Have a single most important thing (SMIT) to focus on and don't try to cover too many points.
6. Be clear about the specific action you want readers to take in response to your writing.
7. Make numbers and statistics meaningful by personalizing them
Let the Story Speak: On Sharing Stories with Young PeopleVirtualUnicorn
Meredith Ann Pierce is a fantasy writer and children's librarian. "Let the Story Speak" discusses why Meredith finds sharing stories is so important and details some of her favorite methods for doing so. This presentation was presented on 19 May 2009 for "Conversations in Children's Literatre," a series of talks sponsored by the University of Florida's Center for Children's Literature and Culture and by Goerings Bookstore, located in Gainesville, Florida.
This document provides a summary of the growing popularity of Indian English literature in recent decades. It notes that the number of publications in this genre has increased significantly, with fiction by Indian authors gaining particular popularity. Some of the key factors contributing to this rise include the growth of digital platforms that have encouraged more people to take up writing, as well as socio-economic changes that have expanded the market for published books. However, the document also argues that newer generations of media-savvy writers and publishers, who focus more on marketing, have an advantage over older authors who relied solely on the strength of their writing. It concludes by emphasizing the responsibility of readers, reviewers and organizations like Storizen to actively promote high-quality Indian English
Paul Kahn arrived in Boston to work as a taxi driver while preparing for a teaching career. As a newcomer to the city, he struggled to navigate due to the mismatch between the book of street maps he used and his lack of a mental model of the city's layout. Over time, through getting lost and learning from passengers, he developed a better understanding of the city and how different neighborhoods interconnected.
What's Your Story? Engaging your Blog Readers with the Power of Personal Narrative.
Whether you’re starting a personal blog to share your thoughts and ideas, or blogging to promote your business, storytelling is the most effective way to engage your audience. Recitations of facts or personal journal entries might convey meaning, but stories provide your audience with a relatable entry point into your subject matter. Story inspires, teaches, and stimulates discussion. The well-told story is memorable and unique, positioning you as a trusted voice.
This summary provides concise summaries of 3 writing guides in 3 sentences or less:
Ron Carlson Writes a Story follows fiction writer Ron Carlson over the course of a day as he writes a short story from conception to first draft, providing insight into Carlson's writing process.
Writing Begins with the Breath by Laraine Herring draws from principles of yoga to discuss "deep writing" and presents writing as a holistic practice, with chapters functioning as short meditations on life.
The Writer Within You by Charles Jacobs provides a thorough guide for retired writers looking to write and publish books in their retirement, covering various genres and the publishing and marketing process.
Are you feeling stuck with your memoir, drowning in scenes or content without any clear direction for what to do next? It's likely you need to get clear on the structure of your memoir--and there are multiple viable choices you can make. Whether you need clarity or a total overhaul where structure is concerned, this hour-long memoir is just what you need to execute a readable memoir your readers will love. Watch the video at: https://youtu.be/PiYcshFwQ2E
This document provides an agenda for an English class that includes presentations, discussions, in-class writing exercises, and a vocabulary game. It outlines presentations on vocabulary chapters 3-4 from their textbook and an essay assignment. Students will discuss characters and their stories from The Hunger Games novel. For an in-class writing assignment, students will write about an event in their life using techniques from the novel as a guide. These include using a quotation, describing places and people, and including dialogue. The class will later review goals and strategies for writing a good introduction, conclusion, and other elements of the assignment.
Why would a journalism teacher offer a class in news parody? This slideshow explains the traditions of satire, the "why" of parody and offers a few tips on getting started.
This document provides descriptions and recommendations for 100 middle grade books across various genres, including mysteries, historical fiction, sports stories, fantasy, and more. Each book is summarized in a few sentences describing what readers who enjoy certain genres or topics may like about each book. The books cover a wide range of subjects and perspectives to appeal to a diverse range of middle grade readers.
Finding the Heart of Your Story: Your Original Ideaggaldorisi
This document summarizes a workshop on developing original story ideas. It discusses exploring the kernel of an original idea and shaping it into a story. Attendees will learn how to generate ideas, fan the spark of an idea into a fire by developing plot, characters, stakes, and setting. The workshop also covers focusing an idea and determining if it is just a story or something more substantial, like conveying an emotion or theme. Attendees will then learn how to turn their idea into a narrative by creating a treatment and outline to develop the story without being chained to the initial idea.
This document contains quotes from various journalists discussing aspects of narrative nonfiction writing and reporting. Some of the quotes discuss starting with experimentation to find an effective storytelling format; writing what you see and hear without predetermined intentions; dividing chapters into small chunks of 2000 words to prevent droning; following your heart to make the reader feel the story; and how careful reporting comes down to putting in the time and being empathetic with sources to get good information.
Ethics in Memoir Writing: An Instructional DialogueMelanie Rigney
Ask yourself, why you're writing a memoir and what makes my experience special to me - and my readers? Just like novels, memoirs must have a beginning, middle, and end. Learn how to make your memoir memorable.
This document provides a strategy for improving reading comprehension called making mental images. It encourages readers to visualize what they are reading by creating movies in their mind using all their senses. Examples are provided from short stories and poems to demonstrate how sensory details can help a reader form vivid mental pictures that improve understanding. Strategies like checking for gaps in images and asking questions are suggested to keep the "movie" in the reader's mind running clearly. The purpose of this strategy is to make reading more active and concrete to better cement ideas in the reader's memory.
This document provides an agenda and instructions for an EWRT 1A online class. It reviews essay assignment requirements and provides guidance on writing techniques like using sensory details to describe places and people, including physical descriptions and behaviors. It also covers reconstructing dialogue and writing conclusions. Students are instructed to complete homework that involves describing a person central to their autobiographical event, reconstructing a dialogue, and drafting a conclusion. The overarching goal is to help students write a 3-5 page essay using The Hunger Games as a starting point to engage readers about a significant personal experience.
The document provides an overview of a lecture titled "A Thrill a Minute: Crafting, Pitching, Writing, Selling and Promoting Thrillers" given by George Galdorisi at the La Jolla Writer's Conference. The lecture focuses on how to write a thriller novel, pitch it to agents and publishers, and work with a publisher to promote the book. It discusses developing a high concept and effective pitch, writing techniques like characterization, plotting and action, the publishing process, and book promotion strategies. The goal is to help attendees understand how to successfully publish a thriller with a mainstream publisher.
The author wrote a memoir about her parents and sister surviving a horrific plane crash that killed one sister and critically burned the other. As she wrote over four years, she found herself experiencing the perspectives of her mother, father, and surviving sister. Through writing the story, she uncovered many family truths that had been unknown to her. The memoir was difficult to sell initially since she was not a well-known name, but after self-publishing and showing sales numbers, she was able to get an agent and sell the book. She will be moderating a panel at the upcoming ASJA conference on how to write a bestselling memoir.
The document provides an agenda for a class discussion. It includes plans to discuss readings from The Hunger Games and present an essay assignment. Students will break into groups to discuss the characters in The Hunger Games and their experiences, as well as analyze writing strategies from homework posts. The class will then discuss two short stories and receive guidance on writing a draft essay about an impactful personal experience that relates to themes from The Hunger Games. The document outlines goals and strategies for crafting a strong introduction and vividly presenting the setting of the personal experience.
This document provides an agenda and instructions for an EWRT 1A online class. It reviews essay assignment requirements and techniques for writing a vivid personal narrative connected to The Hunger Games, including describing settings, people, and reconstructing dialogue. Students are instructed to describe a key person in their event, including physical features and mannerisms. They are also told to draft a conclusion that connects their experience back to their introductory quotation. Homework includes continuing to read assigned texts and posts, and drafting specific sections of their narrative essay.
This document discusses and evaluates two picture books: The True Story of the 3 Little Pigs by Jon Scieszka and Lane Smith, and The Three Bears by F. Rojankovsky. It examines how both books can be used to teach traditional literature based on eight criteria. For The True Story of the 3 Little Pigs, it analyzes how the story is told from the wolf's perspective, compares it to the traditional version, and discusses classroom activities that could be done. For The Three Bears, it looks at how the illustrations help explain unfamiliar terms and how the book could stimulate creative expression.
This document provides an agenda for a class discussion and writing exercise about narrative essays. It discusses The Hunger Games as an example narrative and identifies its key features. It includes discussion questions about the book's exposition, rising action, climax, falling action and resolution. It outlines an in-class writing assignment where students will write a paragraph describing a climactic event from their own life using short and long sentences. Additional prompts guide students to reflect on the significance of their event both at the time and presently. Homework includes posting a draft of their narrative essay introduction and climactic paragraph.
This document provides an agenda for a class discussion and in-class writing assignment about narrative essays. It includes discussing The Hunger Games as a narrative and identifying how it demonstrates exposition, rising action, climax, falling action and resolution. It prompts analyzing passages that support assertions about a vivid presentation of places and people and indication of an event's significance. Students are instructed to write a paragraph describing a climax using short and long sentences and to reflect on an event's remembered feelings, present perspective, and significance. The homework is to post a draft including an introduction, quotation, transition, thesis, event description, dialogue, climax, and paragraph on significance.
This document provides instructions for students to choose their own adventure by selecting and completing an assignment from a list of creative options related to history. The options include writing from different points of view, creating comics, timelines, illustrations, recipes, and more. Students are to pick one assignment, give it a title, and complete their work on the back of the page. Examples of completed assignments are provided.
This document provides an agenda for a class discussion. It outlines that the class will discuss readings from The Hunger Games and essays. Students will work in teams to earn participation points by answering questions and contributing to discussions. The document explains the team assignment process and responsibilities for tracking points. It provides instructions for an in-class activity where students will get into groups, choose a point tracker, and discuss their homework posts. Finally, it outlines the writing assignment which is to write an essay connecting an experience from their own life to a quote from The Hunger Games.
The document outlines a 12-step process for writing a memoir. It involves pre-writing exercises like listing important places and memories. Students then draft their memoir, revise it based on peer feedback, and proofread and publish the final version by printing it with a cover featuring a 6-word summary of the memoir. The process emphasizes turning off inner editors during early drafting and focusing revisions on clarifying key elements like impactful emotions and life lessons.
This rubric evaluates a student's memoir on four criteria: writing skills, presentation, format, and mechanics. For writing skills, it evaluates the development, clarity, and structure of writing and personal reflection. For presentation, it evaluates visual design elements and use of images/art. For format, it evaluates adherence to requirements and chapter structure. For mechanics, it evaluates spelling and grammar. Points are awarded on a scale from developing (0-3 points) to acceptable (4-8 points) to exemplary (9-10 points) for each criterion.
This document provides several tips for narrative writing:
1. Focus on 2-3 main characters and use descriptive details like "a sentence of three" to distinguish their appearances and personalities.
2. Structure stories with a beginning that introduces characters and sets up a problem, a middle where the hero deals with the problem, and an end that resolves the problem.
3. Use techniques like action starters, character speech, and setting descriptions to engage readers from the start and edit carefully for spelling, punctuation, paragraph structure and to ensure the story makes sense and is interesting.
This summary provides concise summaries of 3 writing guides in 3 sentences or less:
Ron Carlson Writes a Story follows fiction writer Ron Carlson over the course of a day as he writes a short story from conception to first draft, providing insight into Carlson's writing process.
Writing Begins with the Breath by Laraine Herring draws from principles of yoga to discuss "deep writing" and presents writing as a holistic practice, with chapters functioning as short meditations on life.
The Writer Within You by Charles Jacobs provides a thorough guide for retired writers looking to write and publish books in their retirement, covering various genres and the publishing and marketing process.
Are you feeling stuck with your memoir, drowning in scenes or content without any clear direction for what to do next? It's likely you need to get clear on the structure of your memoir--and there are multiple viable choices you can make. Whether you need clarity or a total overhaul where structure is concerned, this hour-long memoir is just what you need to execute a readable memoir your readers will love. Watch the video at: https://youtu.be/PiYcshFwQ2E
This document provides an agenda for an English class that includes presentations, discussions, in-class writing exercises, and a vocabulary game. It outlines presentations on vocabulary chapters 3-4 from their textbook and an essay assignment. Students will discuss characters and their stories from The Hunger Games novel. For an in-class writing assignment, students will write about an event in their life using techniques from the novel as a guide. These include using a quotation, describing places and people, and including dialogue. The class will later review goals and strategies for writing a good introduction, conclusion, and other elements of the assignment.
Why would a journalism teacher offer a class in news parody? This slideshow explains the traditions of satire, the "why" of parody and offers a few tips on getting started.
This document provides descriptions and recommendations for 100 middle grade books across various genres, including mysteries, historical fiction, sports stories, fantasy, and more. Each book is summarized in a few sentences describing what readers who enjoy certain genres or topics may like about each book. The books cover a wide range of subjects and perspectives to appeal to a diverse range of middle grade readers.
Finding the Heart of Your Story: Your Original Ideaggaldorisi
This document summarizes a workshop on developing original story ideas. It discusses exploring the kernel of an original idea and shaping it into a story. Attendees will learn how to generate ideas, fan the spark of an idea into a fire by developing plot, characters, stakes, and setting. The workshop also covers focusing an idea and determining if it is just a story or something more substantial, like conveying an emotion or theme. Attendees will then learn how to turn their idea into a narrative by creating a treatment and outline to develop the story without being chained to the initial idea.
This document contains quotes from various journalists discussing aspects of narrative nonfiction writing and reporting. Some of the quotes discuss starting with experimentation to find an effective storytelling format; writing what you see and hear without predetermined intentions; dividing chapters into small chunks of 2000 words to prevent droning; following your heart to make the reader feel the story; and how careful reporting comes down to putting in the time and being empathetic with sources to get good information.
Ethics in Memoir Writing: An Instructional DialogueMelanie Rigney
Ask yourself, why you're writing a memoir and what makes my experience special to me - and my readers? Just like novels, memoirs must have a beginning, middle, and end. Learn how to make your memoir memorable.
This document provides a strategy for improving reading comprehension called making mental images. It encourages readers to visualize what they are reading by creating movies in their mind using all their senses. Examples are provided from short stories and poems to demonstrate how sensory details can help a reader form vivid mental pictures that improve understanding. Strategies like checking for gaps in images and asking questions are suggested to keep the "movie" in the reader's mind running clearly. The purpose of this strategy is to make reading more active and concrete to better cement ideas in the reader's memory.
This document provides an agenda and instructions for an EWRT 1A online class. It reviews essay assignment requirements and provides guidance on writing techniques like using sensory details to describe places and people, including physical descriptions and behaviors. It also covers reconstructing dialogue and writing conclusions. Students are instructed to complete homework that involves describing a person central to their autobiographical event, reconstructing a dialogue, and drafting a conclusion. The overarching goal is to help students write a 3-5 page essay using The Hunger Games as a starting point to engage readers about a significant personal experience.
The document provides an overview of a lecture titled "A Thrill a Minute: Crafting, Pitching, Writing, Selling and Promoting Thrillers" given by George Galdorisi at the La Jolla Writer's Conference. The lecture focuses on how to write a thriller novel, pitch it to agents and publishers, and work with a publisher to promote the book. It discusses developing a high concept and effective pitch, writing techniques like characterization, plotting and action, the publishing process, and book promotion strategies. The goal is to help attendees understand how to successfully publish a thriller with a mainstream publisher.
The author wrote a memoir about her parents and sister surviving a horrific plane crash that killed one sister and critically burned the other. As she wrote over four years, she found herself experiencing the perspectives of her mother, father, and surviving sister. Through writing the story, she uncovered many family truths that had been unknown to her. The memoir was difficult to sell initially since she was not a well-known name, but after self-publishing and showing sales numbers, she was able to get an agent and sell the book. She will be moderating a panel at the upcoming ASJA conference on how to write a bestselling memoir.
The document provides an agenda for a class discussion. It includes plans to discuss readings from The Hunger Games and present an essay assignment. Students will break into groups to discuss the characters in The Hunger Games and their experiences, as well as analyze writing strategies from homework posts. The class will then discuss two short stories and receive guidance on writing a draft essay about an impactful personal experience that relates to themes from The Hunger Games. The document outlines goals and strategies for crafting a strong introduction and vividly presenting the setting of the personal experience.
This document provides an agenda and instructions for an EWRT 1A online class. It reviews essay assignment requirements and techniques for writing a vivid personal narrative connected to The Hunger Games, including describing settings, people, and reconstructing dialogue. Students are instructed to describe a key person in their event, including physical features and mannerisms. They are also told to draft a conclusion that connects their experience back to their introductory quotation. Homework includes continuing to read assigned texts and posts, and drafting specific sections of their narrative essay.
This document discusses and evaluates two picture books: The True Story of the 3 Little Pigs by Jon Scieszka and Lane Smith, and The Three Bears by F. Rojankovsky. It examines how both books can be used to teach traditional literature based on eight criteria. For The True Story of the 3 Little Pigs, it analyzes how the story is told from the wolf's perspective, compares it to the traditional version, and discusses classroom activities that could be done. For The Three Bears, it looks at how the illustrations help explain unfamiliar terms and how the book could stimulate creative expression.
This document provides an agenda for a class discussion and writing exercise about narrative essays. It discusses The Hunger Games as an example narrative and identifies its key features. It includes discussion questions about the book's exposition, rising action, climax, falling action and resolution. It outlines an in-class writing assignment where students will write a paragraph describing a climactic event from their own life using short and long sentences. Additional prompts guide students to reflect on the significance of their event both at the time and presently. Homework includes posting a draft of their narrative essay introduction and climactic paragraph.
This document provides an agenda for a class discussion and in-class writing assignment about narrative essays. It includes discussing The Hunger Games as a narrative and identifying how it demonstrates exposition, rising action, climax, falling action and resolution. It prompts analyzing passages that support assertions about a vivid presentation of places and people and indication of an event's significance. Students are instructed to write a paragraph describing a climax using short and long sentences and to reflect on an event's remembered feelings, present perspective, and significance. The homework is to post a draft including an introduction, quotation, transition, thesis, event description, dialogue, climax, and paragraph on significance.
This document provides instructions for students to choose their own adventure by selecting and completing an assignment from a list of creative options related to history. The options include writing from different points of view, creating comics, timelines, illustrations, recipes, and more. Students are to pick one assignment, give it a title, and complete their work on the back of the page. Examples of completed assignments are provided.
This document provides an agenda for a class discussion. It outlines that the class will discuss readings from The Hunger Games and essays. Students will work in teams to earn participation points by answering questions and contributing to discussions. The document explains the team assignment process and responsibilities for tracking points. It provides instructions for an in-class activity where students will get into groups, choose a point tracker, and discuss their homework posts. Finally, it outlines the writing assignment which is to write an essay connecting an experience from their own life to a quote from The Hunger Games.
The document outlines a 12-step process for writing a memoir. It involves pre-writing exercises like listing important places and memories. Students then draft their memoir, revise it based on peer feedback, and proofread and publish the final version by printing it with a cover featuring a 6-word summary of the memoir. The process emphasizes turning off inner editors during early drafting and focusing revisions on clarifying key elements like impactful emotions and life lessons.
This rubric evaluates a student's memoir on four criteria: writing skills, presentation, format, and mechanics. For writing skills, it evaluates the development, clarity, and structure of writing and personal reflection. For presentation, it evaluates visual design elements and use of images/art. For format, it evaluates adherence to requirements and chapter structure. For mechanics, it evaluates spelling and grammar. Points are awarded on a scale from developing (0-3 points) to acceptable (4-8 points) to exemplary (9-10 points) for each criterion.
This document provides several tips for narrative writing:
1. Focus on 2-3 main characters and use descriptive details like "a sentence of three" to distinguish their appearances and personalities.
2. Structure stories with a beginning that introduces characters and sets up a problem, a middle where the hero deals with the problem, and an end that resolves the problem.
3. Use techniques like action starters, character speech, and setting descriptions to engage readers from the start and edit carefully for spelling, punctuation, paragraph structure and to ensure the story makes sense and is interesting.
1. The document provides steps for effectively paraphrasing a passage, which includes reading the passage, understanding its meaning, writing the paraphrase without looking at the original text, checking for accuracy, and citing sources.
2. Additional tips for paraphrasing are to think aloud, focus on the main idea rather than grammar, and reread if unable to paraphrase initially.
3. A sample shows an incorrect paraphrase that is too similar to the original versus a correct paraphrase that restates the key points in the writer's own words and cites the source.
This document provides information about memoirs and personal narratives. It defines a memoir as a short autobiographical text focused on a single meaningful event from the author's life. Memoirs are written in first person and reveal the feelings and lessons learned from the experience. The purpose of memoirs is to reveal something important about the author's life and leave something behind for others. It discusses showing rather than telling through vivid verbs and action. Students are then assigned to write a partial autobiography focused on a specific period of their life.
This document provides guidance on writing creative nonfiction and memoir. It discusses key elements of the genre including:
- Using sensory details and scenes to immerse the reader in real events from the writer's life.
- Reflecting on personal experiences and stories to find deeper meaning and themes. Effective memoirs require careful construction.
- Conducting research to provide context and verify details, even when writing about one's own life.
- Showing actions and dialogue through well-crafted scenes rather than just telling stories or recounting events.
- Developing characters through direct and indirect characterization techniques.
- Crafting an intentional narrative structure and frame for telling one's story.
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A memoir explores personal experiences from the author's past that were meaningful. It tells a good story using vivid details and chronological order to bring events to life for readers. The memoir focuses on revealing the significance of key incidents or people rather than just stating their importance. Writers are encouraged to list impactful past events and choose one to describe in detail, explaining what happened and what it meant to them.
A memoir is a literary genre that is a subcategory of autobiography focused on personal experiences and themes rather than a complete life story. Memoirs have a flexible chronology and use vignettes rather than a novel structure. They are written for an audience other than the author and with a focus on plot lines rather than daily records like a diary. Reasons for writing a memoir include leaving a legacy, sharing a story, or reflecting on one's life and experiences. Famous memoirists of the past and present are mentioned.
Memoirs allow writers to gain perspective on past events and experiences. They reflect on who the author was at a particular time. Memoirs explore a specific theme or incident from the author's life in an in-depth, reflective way. Effective memoirs are written in a first-person, conversational tone that brings readers into the reflection and lessons learned from the past.
This document provides guidance on writing a memoir in 5 steps:
1. Choose an important event to write about that you remember well
2. Start the memoir at the beginning of the event
3. Add vivid details that engage the senses to describe the event
4. Include reflection on the event and how you felt at the time
5. Proofread for errors, check that the writing meets assignment requirements, and submit the finished memoir
The document provides guidance on writing a personal memoir by outlining its key elements: reflection, emotion, sequence, description, and events. It encourages reflecting on special memories and experiences to choose a memoir topic, then recalling the events in sequence while describing the scene and reflecting on emotions. An example memoir is provided about getting engaged that demonstrates these elements by recounting the events, describing the setting, and reflecting on feelings.
The document discusses using background knowledge to aid reading comprehension by making connections between the text and one's own experiences and knowledge through text-to-self, text-to-text, and text-to-world connections. It provides examples of activating background knowledge when reading a poem about a child's laughter and making connections between the poem and a short story. Strategies are presented for building background knowledge through the use of children's books and K-W-L charts.
The document discusses universal themes in literature. It defines what a theme is - a central message or lesson revealed through a literary work. Themes can be directly stated or implied. Some common themes discussed are that human beings are products of their society, it's important to never give up, and working as a team is more powerful than working alone. The document also explains the difference between a theme, main idea, subject, and topic. Themes are implied messages about life while the subject/topic is what the work is about and the main idea encompasses both.
The Original Idea: The Seed of Your StoryBob Mayer
The idea is the heart of your story. Knowing it keeps you on target to complete the book and succeed. Idea is not story. Being able to state your idea in one sentence is key. We often spend an entire day at our writing workshop getting the four attendees to pin this one sentence down, but that's how important it is!
“A book to inspire, instruct and challenge the writer in everyone.”
#1 NY Times Best-Selling Author Susan Wiggs
"An invaluable resource for beginning and seasoned writers alike. Don't miss out."
#1 NY Times Best-Selling Author Terry Brooks
The document provides guidance on how to write short stories, including collecting ideas, writing a catchy first paragraph, developing characters, choosing a point of view, using meaningful dialogue, setting the context, setting up the plot, creating conflict and tension, building to a climax, and finding a resolution. It emphasizes that short stories should begin close to the climax, focus on a single conflict, and drive toward a sudden revelation or change in a concise manner within a limited number of scenes and characters.
The document contains summaries of 6 poems: "Breaking Tradition", "The Lanyard", "Blue Spruce", "Mr. Z", "Facing It", and "Coke". Each summary analyzes the poems' images, ideas, and style in 1-2 sentences. The summaries provide a concise high-level overview of the key elements and themes discussed in each poem.
The document provides guidance for annotating a passage about a personal experience. It instructs the reader to:
1. Underline the sentence that introduces the experience.
2. Circle descriptive details that help picture the experience.
3. Check sentences that are longer or compound.
4. Place a star next to each event.
The passage then provides an example text to annotate, about a grandmother having a stroke and the narrator visiting her in a nursing home to understand their mother's view of family being most important.
The document provides information about artistic expressions and graffiti art. It includes 8 pictures of different art forms like graffiti, sculptures, and murals. It then discusses graffiti artist Banksy, noting that his work was featured in an exhibition at Bristol City Museum, unlike the classical statues and stuffed animals normally found there. Banksy is described as a mysterious figure who rarely gives interviews and likes to remain anonymous, with people speculating about his true identity. The text serves to introduce various art forms, with a focus on graffiti art and the famous artist Banksy.
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This document provides definitions and explanations of key elements of stories and poetry, including setting, characters, plot, conflict, point of view, theme, mood, figurative language, and poetic devices. It defines each element and provides examples. It explains the components of plot structure, including exposition, rising action, climax, falling action, and resolution. It also outlines poetic concepts such as rhyme, meter, imagery, and sound devices.
The document discusses feedback from educators, students, and parents about Keri Smith and her book Wreck This Journal. Educators praise the book for providing creative, hands-on activities that engage students in non-traditional ways. Students say the book has helped them discover their creativity and think in new ways. Parents are surprised by how much their children, including those who struggle with reading, enjoy the book and spending hours completing the activities. The book is seen as a fun and effective way to bring out students' creative sides.
The document contains the results of a survey about audience preferences for dystopian films. It includes respondents' answers to questions about their demographics, hobbies, favorite movie genres and films. For dystopian film main characters, respondents described them as typically being heroic, having a strong will but struggling morally, and questioning their role as the hero. Common props associated with these characters included weapons, survival gear, and objects of sentimental value. Respondents said they enjoyed how dystopian films create new worlds and perspectives, reflect on modern society, and address themes of freedom. Regarding how they would act in a dystopian world, responses included hiding, exploring, joining a rebellion or uprising, and fighting for vulnerable people.
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This document is the introduction to a book titled "Think Unstuck" which provides methods for becoming creatively unstuck. It discusses how our minds can get stuck in routines and how we need new ways to interpret information. Each page of the book then provides a different technique to spark new ideas and help the reader get past a state of creative block, such as going outside, simplifying, reusing old ideas, and asking others for inspiration. The introduction explains that the book is meant to be read randomly, with the reader testing different techniques when feeling stuck.
This document outlines Miss Catherine's class objectives and activities for the week of February 9-13, 2015. The class will have a daily meeting, use iPads to record explanations for their collage projects, and participate in reading and writing workshops focused on understanding plot structure, identifying themes in fiction stories, and examining themes more deeply. Key activities include using a plot diagram to analyze the structure of "The Can Man", discussing themes like abandonment, family and identity in "Journey", and identifying the conflict and themes in "The Raft".
The idea is the heart of your story. Knowing it keeps you on target to complete the book and succeed. Idea is not story. Being able to state your idea in one sentence is key. We often spend an entire day at our writing workshop getting the four attendees to pin this one sentence down, but that's how important it is!
This document provides definitions and explanations of key literary elements found in stories and poetry, including setting, character, plot, conflict, point of view, theme, mood, figurative language, and poetic devices. It discusses the components of plot structure, types of conflicts, points of view, and functions of setting. It also defines common poetic elements such as rhyme, meter, sound devices, and figurative language; and provides examples to illustrate these concepts.
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You've got an idea for a food memoir, or a narrative or even a cookbook, but you're not sure what direction to head or how to contain the many many idea you've got exploding in that industrious head of yours. Or, you're debating the route you've taken with your blog. Even a cookbook needs a narrative, a hook, a clarifying concept. A blog needs an identity. A memoir needs a clear narrative. When facing a big project, it's easy to look at the examples of success. But imitation begs a question. What makes you unique? What's your story? In this four-hour optional workshop, we'll spend some time looking at these questions, along with what makes notable food stories endure, regardless of the media in which they appear. You'll complete a series of exercises to help you start thinking about your how to find a voice for your work. We'll discuss and flesh out your concepts within a small group environment. The most difficult part of being a writer is finding your voice; the toughest part of being an author or a blogger is determining a clear way forward. Let's start the process of finding both together.
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This document contains notes from a class analyzing Louisville Mayor Greg Fischer's inaugural speech and developing a research plan to further examine elements of his plan for the city. The notes include analyzing parts of the mayor's speech, identifying questions and areas for further research, such as how education improves jobs and potential construction projects. The class is instructed to develop a research plan by listing at least six topics they will search for preliminary information on to better understand the intricacies of the mayor's plan for Louisville.
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The document provides guidance for students on writing a literary analysis essay about Toni Morrison's short story "Recitatif." It includes examples of potential thesis statements, outlines the structure of introducing evidence to support points, and prompts students to take notes on developing their own essay. Students are instructed to choose a thesis, write an introduction with three supporting arguments, and provide evidence for one argument in their notes. The document also provides feedback and guidance for a test recovery assignment.
The document provides instructions and content for an English class, including discussing literary analysis of short stories like "All Summer In A Day" and "The Butter Battle Book", keeping a writer's notebook, and completing weekly reading logs.
The document provides instructions for students to finish analyzing notes from Mayor Fischer's speech by adding any missing information to a T-chart. It then instructs students to create a presearch plan by making a list of at least 6 types of information they will search for to better understand the details of the mayor's plan for Louisville based on their notes from his speech. Finally, it informs students they will return to the computer lab the next day to conduct preliminary research.
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The document describes a situation where students at a school are released all at once from the cafeteria to go to their classes in the morning, which causes congestion in the hallways and makes it difficult for students to get to class on time. A group of students think there must be a better way and plan to write a letter to the principal to either propose a new procedure for releasing students or argue to keep the current one. The document also provides tips on timing, planning, and the writing process for an on-demand writing assessment.
The document discusses how tardiness to classes is disrupting learning and the hallways at the school. While rules were put in place, students continue to arrive late. The faculty is looking for ideas from students on how to address the issue of tardiness.
The document discusses a recent decision by the Kentucky Department of Education to remove all vending machines from areas accessible to students in schools. This was done to address adolescent obesity and allow students to make healthier choices while at school. It provides guidance on effectively arguing a position by using evidence such as statistics, expert opinions, surveys, and quotes rather than just making claims. Examples are given of strong evidence versus claims without evidence to support a letter to parents about supporting or opposing the removal of vending machines.
The document provides writing prompts and instructions for students. It discusses writing an editorial for a local paper about whether kids today are worse than previous generations. It also provides tips for writing such as focusing on a single solution, having a clear purpose, and highlighting key criteria when writing.
A group of parents believes students have too much time between classes, which they think leads to misbehavior. They want to shorten the passing period from 5 to 3 minutes. The document provides writing prompts and outlines for students to plan responses arguing whether shortening the passing period is a good or bad idea.
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The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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2. Writer’s Notebook
““ Best Place”Best Place”
My favorite/mostMy favorite/most
important place in theimportant place in the
entire world is…entire world is…
10/14/10
Content:
Memoir
NEW POLICY: To help you focus,NEW POLICY: To help you focus,
the prompt will disappear 3 minutesthe prompt will disappear 3 minutes
after the bell rings.after the bell rings.
5. MemoirMemoir
Essential Focus: aEssential Focus: a significantsignificant relationshipsrelationships
with a person, place, or thingwith a person, place, or thing
KEY ELEMENTS:KEY ELEMENTS:
RELATIONSHIPRELATIONSHIP
SIGNIFICANTSIGNIFICANT
Show the readerShow the reader howhow the p/p/t had an impact onthe p/p/t had an impact on
your life.your life.
Multiple experiences (occurs over time)Multiple experiences (occurs over time)
Notes
6. Yesterday’s MemoirsYesterday’s Memoirs
Yesterday, you readYesterday, you read
““Fraidy Cat”Fraidy Cat”
““Grandmama Edwina”Grandmama Edwina”
““Wrestling In A Cage”Wrestling In A Cage”
Each was a memoirEach was a memoir
Not Notes
7. ““Fraidy Cat”Fraidy Cat”
• The one about the guy who gets a cat; is not a
cat person; the cat has stillborn kittens, bonds
with the guy, then dies; “don’t know what you
have until it’s gone”
• MEMOIR: focused on the significant
relationship between the writer and the cat
• He liked the cat = IRRELEVANT
• He learned something specific from the
relationship = significance
8. ““Fraidy Cat”Fraidy Cat”
What WorksWhat Works
• Specific significanceSpecific significance
– all experiences support significanceall experiences support significance
• Dislike to like the catDislike to like the cat
• Bonding over aftermath of stillbornsBonding over aftermath of stillborns
• ““fool cat”fool cat”
• Stayed with herStayed with her
• Pulled over -> showed revelation in the momentPulled over -> showed revelation in the moment
– SHOWSHOW
• Doesn’t “tell” us about key experiencesDoesn’t “tell” us about key experiences
• SHOWS us key experiencesSHOWS us key experiences
9. Writer’s Notebook
““Toy Talk”Toy Talk”
Today, my favoriteToday, my favorite
childhood toy walkedchildhood toy walked
up to me and said...up to me and said...
10/15/10
Content:
Memoir
NEW POLICY: To help you focus,NEW POLICY: To help you focus,
the prompt will disappear 3 minutesthe prompt will disappear 3 minutes
after the bell rings.after the bell rings.
10.
11. Today
• Students will identify qualities of “good
writing” in sample memoirs.
• Students will begin prewriting for Memoirs.
12. ““Fraidy Cat”Fraidy Cat”
What WorksWhat Works
• Specific significanceSpecific significance
– all experiences support significanceall experiences support significance
• Dislike to like the catDislike to like the cat
– Not a cat personNot a cat person
– Bonding over aftermath of stillbornsBonding over aftermath of stillborns
– ““fool cat”fool cat”
– Stayed with herStayed with her
– Pulled over -> showed revelation in the momentPulled over -> showed revelation in the moment
– SHOWSHOW
• Doesn’t “tell” us about key experiencesDoesn’t “tell” us about key experiences
• SHOWS us key experiencesSHOWS us key experiences
13. Grandmama Edwina
“What Works”
• Precise Details
– Focus on eccentricity
– Specific details illustrate personality
• “wears straw hats and white gloves, always has a
basket of peaches in the summer time, calls the
mayor “tubby” to his face, careens down the
highway faster than her age, and gave up golf after
she accidentally killed a duck with a long drive over
a short water hazard.
Structure:
Starts out pretty normal, then gets crazy.
14. Grandmama Edwina
“What Works”
• Precise Details (cont.)
– Tells you exactly what the writer is talking
about
• “Miserable cook”
• Proof normal = fresh vegetables, cured hams,
homemade jellies {mmm}
• Grandmama Edwina’s fridge = pimiento cheese,
instant tea, readymade waffles, 6-ounce Cokes,
ketchup, freezer-burnt ice cream sandwiches, and
bacon {bleh} {also, nothing to “cook”}
15. Grandmama Edwina
“What Works”
• Interesting phrasing
– “the fried-chicken dish of the culinary impaired”
– “hide the tell-tale grease-soaked buckets”
– “long drive over a short water hazard”
– “for reasons unknown to the rational world”
– “the woman behind the curtain”
– “Mildred knows grandmother can’t cook. We know
grandmother can’t cook. Grandmother knows she can’t
cook. It is a conspiracy that polite family members do
not make light of in major magazines.”
16. Grandmama Edwina
“What Works”
• FOCUS
– It’s all about Edwina being a horrid cook
1. Intro = all southern g’mas cook, but some different
2. How Edwina is different her eccentricities keep people
from paying attention to her cooking
3. Proof that Edwina is not a good cook
4. Explanation of how she gets away with it
5. Example of Edwina “cooking”
6. How the family handles the issue
7. Make it current. Edwina is trying
8. There’s hope
9. Fun clincher with call-back
17. Karma at the Panda
What Works
• CONTRAST
– How she is at Pandamonium vs. how she is outside of
Pandamonium
• “The acceptance that eluded me at home and at school I
took for granted at the Panda. The real me came out there.”
• “I could boogie and bop. I could step out of the self-contained
shell that was the only way my parents and [...] people at
school knew me”
• “In my non-Panda life I was a pacifist, a peacemaker
[wrestling “match”] No one but my Panda crew celebrates
that crazy, impulsive side of me.”
• “when I got into trouble, my Panda-mates were there for me.
[fight, support]... My mom doesn’t even offer me a Band-Aid
any more. And when I lose my keys, I’m on my own. But my
family at the Panda made up for that. They kissed my boo-
boos and watched out for me.”
18. Memoir Prewriting
• We need to begin generating ideas
• Complete the front page of the prewriting
sheet
• REMEMBER THE MEMOIR RULE:
– NO BOYFRIENDS/GIRLFRIENDS
19. Writer’s NotebookWriter’s Notebook
““WW_D”WW_D”
A few years ago, there was a religious trendA few years ago, there was a religious trend
focused on asking oneself “WWJD?” orfocused on asking oneself “WWJD?” or
“What Would Jesus Do?”“What Would Jesus Do?”
Create your own WW_D? using someoneCreate your own WW_D? using someone
from your life to fill in the blank. No, youfrom your life to fill in the blank. No, you
cannot use Jesus. No, this is notcannot use Jesus. No, this is not
blasphemous (trust me, I asked a priest.)blasphemous (trust me, I asked a priest.)
10/18/10
Content:
Memoir
NEW POLICY: To help you focus, theNEW POLICY: To help you focus, the
prompt will disappear 3 minutes after theprompt will disappear 3 minutes after the
20.
21. Today
• Students will analyze the use of precise
details to support the writer’s message in
sample memoirs.
• Students will begin prewriting for Memoirs.
22. • In a memoir, it is essential that the readerIn a memoir, it is essential that the reader
knows who your subject isknows who your subject is
• YOU mustYOU must showshow the readerthe reader character traitscharacter traits ofof
the p/p/tthe p/p/t
• These traits must help the audienceThese traits must help the audience
understand who/what the p/p/t is, especiallyunderstand who/what the p/p/t is, especially
as relates to your purposeas relates to your purpose
23. • Read the sample memoir
• Complete the Subject Chart
24. • In yourIn your WRITER’S NOTEBOOKWRITER’S NOTEBOOK
• Complete a Subject Chart forComplete a Subject Chart for two (2)two (2)
potential subjects for your memoirpotential subjects for your memoir
• Title = Memoir Subject ChartsTitle = Memoir Subject Charts
• Content = MemoirContent = Memoir
25.
26. Writer’s NotebookWriter’s Notebook
““Monster Under My Bed”Monster Under My Bed”
When I finally met theWhen I finally met the
monster under my bed...monster under my bed...
10/19/10
Content:
Memoir
NEW POLICY: To help you focus, theNEW POLICY: To help you focus, the
prompt will disappear 3 minutes after theprompt will disappear 3 minutes after the
bell rings.
27.
28. Today
• Students will analyze the use of structure
to support/enhance meaning in a memoir.
• Students will continue prewriting for their
Memoirs.
30. MemoirStructure
• Extended Metaphor starts with an analogy, a
comparison between two things (usually very unlike) and
carries that comparison through the piece—e.g., “my
mom is my guardian angel…” The comparison usually
identifies one thing as another (though comparative
language like “like” may be used). Often the
corresponding points are outlined in the lead (“…she
knows everything without me telling her, she offers good
counsel, and she puts herself between me and harm…”).
• Central Image paints a picture that comes up again
and again (an empty swing swaying as if recently
vacated that the writer returns to after stories –which all
mention the swings– about the playground, the writer’s
old haunt).
31. Structure
• Chronology follows a sequence determined by order in which
things happened. When this is the only method of
organization, it is sometimes a good idea to pull one event—
an important event, or the end of the “story”—out of the
sequence and put it up front. Transitional phrases like
“Another time…” “Second…” “Finally…” often help the reader
follow the writer’s time line.
• Contrast sets descriptions of two places, people, etc., side
by side highlighting differences (the treatment of Karma at
Pandamonium versus the treatment of C--- by her mother). If
the contrast is systematic (i.e. is an organizational pattern
followed throughout the piece), it is a good idea to keep the
pattern the same—e.g., in every paragraph the writer
describes Karma’s treatment at Pandamonium first and the n
32. Structure
• Framing Event leads with an important story that
seems to “sum up” the essence of
person/place/object. Body of memoir gives
further examples of that same quality or essence
and may make occasional explicit references to
framing event. Conclusion circles back to the
framing event.
• Repetition repeats a line or phrase again
and again at strategic moments in the text (“I
should have listened to my mother” repeated
after stories that illustrate writer not following
33. Structure
• Third-Party Connection uses something else—another
person, an activity, a cause, an animal, etc.—to link writer
to the subject of her/his memoir (i.e. writer and mother
both staunch Republicans).
• Photo Album based on evidence presented in
vignettes, what aspect of her/his relationship with the
person/place/object the writer is trying to highlight. It is
critical in such an approach to use “frozen moments” that
clearly illustrate the writer’s angle (the father’s willingness
to sacrifice himself for his daughter should be clear in the
selected vignettes).
38. MemoirStructure Strategies
• Use these strategies to create cohesion in your
memoir
• Extended Metaphor
• Central Image
• Chronology
• Contrast
• Framing Event
• Repetition
• Third-Party Connection
39. In yourCLASS NOTES
• Create this chart
Title Structure Choice How the choice is
effective
40. Structure Choices Analysis
• In pairs
• Read the supplied texts
• (If any of themare texts we’ve already read, you can skim
them)
• Identify the Structure Choices the writermade
• Analyze the effectiveness of the choice
• Record yourfindings on the Structure Strategies chart
41. Basic Structure - Memoir
• Introduction
• Attention Grabber
• Context (the theme/significance/subject in general terms
• Thesis
• First Experience
• Highlight the connection to the significance
• Can be:
• First glimpse of significance
• One aspect of significance
• Beginning of relationship (if connected to personal growth/change)
• Second Experience
• Highlight the connection to the significance
• Can be:
• Second glimpse of significance
• Second aspect of significance
• Change in relationship (if connected to personal growth/change)
• Third Experience
• Highlight the connection to the significance
• Can be:
• Final glimpse of significance
• Third aspect of significance
• End/current state of relationship (if connected to personal growth/change)
• Conclusion
43. Writer’s NotebookWriter’s Notebook
““What Happened”What Happened”
You see, what
happened was…
10/21/10
Content:
Fun
NEW POLICY: To help you focus, theNEW POLICY: To help you focus, the
prompt will disappear 3 minutes after theprompt will disappear 3 minutes after the
bell rings.
44.
45. Details, Details, Details
Memoirs use brief versions of events
Less time to develop the story
Need to use precise details
– The most important/relevant
– More bang for your buck
46. Basic Structure - Memoir
• Introduction
• Attention Grabber
• Context (the theme/significance/subject in general terms
• Thesis
• First Experience
• Highlight the connection to the significance
• Can be:
• First glimpse of significance
• One aspect of significance
• Beginning of relationship (if connected to personal growth/change)
• Second Experience
• Highlight the connection to the significance
• Can be:
• Second glimpse of significance
• Second aspect of significance
• Change in relationship (if connected to personal growth/change)
• Third Experience
• Highlight the connection to the significance
• Can be:
• Final glimpse of significance
• Third aspect of significance
• End/current state of relationship (if connected to personal growth/change)
• Conclusion