Writing Your Life Story

Outcomes Assessment: 1. Students demonstrate their knowledge of course work by providing an outline (that sets the tone and type of format to be used) for their story. 2. Students display their editing skills through periodic exercises and a sample chapter. 3. As a result of exercises and course assistance, students learn how to write their life story and provide at least one sample chapter to be evaluated by completion of the course. Assessment Outcomes: A.) Be able to assess significant facts to record in their life story. B.) Create an outline specific to the format of writing their life story, such as: chronological or significant events. C.) Learn how to use adverbs, verbs, adjectives and other forms of English idiom to best describe the events, places and persons in their life. D.) Learn how to use an effective style for their story, such as the narration. E.) Recognize the importance and value of reviewing their stories and having their work critiqued. Be able to edit their work and present materials in a succinct manner. F.) By the end of the course students should have one or more sample chapters of their book for grading and critiquing that will demonstrate what they have learned. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 First Week: Discuss course objectives for the forthcoming eight weeks of class. Choices in structuring one?s life story are presented, such as chronological (the most popular, and perhaps most effective) to special events, time/history. Discuss benefits of sharing written material and expectations of the course. Second Week: Introduce related reading, so students can see how other writers have broached the task and successfully related their life stories. Discuss preparation of an outline with whatever method the student chooses to employ. Third Week: Discuss specific descriptions, the use of adjectives and adverbs that enhance the stories? characters, places and events. Also covers minimizing the use of ?I? and tired terms like ?I remember?? Discusses the beginning and possible introductions for the student?s book. What would be the best starting point, and why the writer chose that particular person, event. Perhaps there is a scandal or family secret that would be an interesting and effective starting point. Students learn how to assess highlights. Fourth Week: Learning to say more with less, specific examples of ample description versus excessive description are discussed. Making characters stand out by using distinctive phrases or characteristics akin to that person. Utilize mini exercises to help students hone their skills, assess their writing through these exercises and critiquing their work. Fifth Week: Emphasis is on style and narration, using dialogue, stream of consciousness and other forms of style to set the tone and pace of their story, give flavor to their work. Students are asked to consult with other family members or relatives to verify facts, possibly to provide a mini review. Sixth Week: Some students will inevitably experience writers block or frustration in attempting to write their life history in a succinct but colorful fashion, thus different methods of writing ?warm-ups? are discussed and employed to help the beginning writer get over the hurdle. Students learn techniques on how to jog their memories. Seventh Week: By now each student should have a good start on their life story and be able to submit at least one chapter for an in depth analysis of progression, character, and relating events in an effective manner. Has the student achieved continuity and clarity of events while also managing to bring their history to life? Eighth Week: Review chapters; finish up by answering any lingering questions. Review previous suggestions for continuing to write their life story. ~~~~~~~~~~~~~~~~~~~~~ SAMPLE LESSON WEEK 1 ~~~~~~~~~~~~~~~~~~~~~ Welcome to Writing Your Life Story. As your first written assignment we would like to know about you, your academic and professional background and your career objectives. The essay you should submit could be between 300-500 words long and should be in the first person. Information you should consider sharing with your writing instructor includes: * Your name and address * Your school and college information. * Your current occupation and what you do on the job. * What inspired you to choose your current occupation. * How is this writing course relevant to your professional activity? * Where do you see yourself five years down the road (in a professional context)from now? * Your interests and hobbies--things you like to do when you are not working or studying. Although this is not an English writing assignment, your instructor would like you to submit the assignment carefully articulated, properly planned and well proof-read. Effective communication is an integral part of daily living. If you exceed the length requirement, it will not pose a problem. Deadline: Seven (7) days from the date of the assignment. Contact Hours: 32