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)

Bibliography

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history/social studies, science, and technical subjects. Washington D.C.: National

Governors Association Center for Best Practices, Council of Chief State School Officers.

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