biography research assignment

Assignment Biography: Student Criteria and Rubric for Writing

Researching an Individual Aligned to Common Core Writing Standards

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The genre of  biography can also be categorized in the sub-genre of  narrative nonfiction/historical nonfiction. When a teacher assigns a biography as a writing assignment, the purpose is to have a student utilize multiple research tools to gather and to synthesize information that may be used as evidence in a written report about an individual. The evidence gained from research can include a person’s words, actions, journals, reactions, related books, interviews with friends, relatives, associates, and enemies. The historical context is equally important. Since there are people who have influenced every academic discipline, assigning a biography can be a cross-disciplinary or inter-disciplinary writing assignment. 

Middle and high school teachers should allow students to have a choice in selecting the subject for a biography. Providing student choice, particularly for students in grades 7-12, increases their engagement and their motivation especially if students select individuals they care about. Students would find it difficult to write about a person they do not like. Such an attitude compromises the process of researching and writing the biography.

According to by Judith L. Irvin, Julie Meltzer and Melinda S. Dukes in their book  Taking Action on Adolescent Literacy:

"As humans, we are motivated to engage when we are interested or have real purpose for doing so. So motivation to engage [students] is the first step on the road to improving literacy habits and skills" (Chapter 1).

Students should find at least three different sources (if possible) to make sure the biography is accurate. A good biography is well-balanced and objective. That means if there is disagreement between sources, the student can use the evidence to state that there is a conflict.  Students should know that a good biography is more than a timeline of events in a person's life.

The context of a person's life is important. Students should include information about the historical time period in which a subject lived and did her/his work. 

In addition, the student should have a purpose for researching another person's life. For example, the purpose for a student to research and write a biography can be in a response to the prompt:

"How does this writing this biography help me to understand the influence of this person on history, and quite possibly, this person's impact on me?"

The following standards-based criteria and scoring rubrics can be used to grade a student-selected biography. Both criteria and rubrics should be given to students before they begin their work. 

Criteria for a Student Biography aligned to Common Core State Standards

A General Outline for Biography Details

• Birthdate /Birthplace
• Death (if applicable).
• Family Members.
• Miscellaneous (religion, titles, etc).

Education/Influences

• Schooling.Training.
• Work Experiences.
• Contemporaries/Relationships.

Accomplishments/  Significance

• Evidence of major accomplishments.
• Evidence of minor accomplishments (if relevant).
• The analysis that supports why the individual was worthy of note in their field of expertise during his or her life.
• Analysis why this individual is worthy of note in their field of expertise today.

Quotes/Publications

• Statements made.
• Works published.

Biography Organization using the CCSS Anchor Writing Standards 

• Transitions are effective in assisting the reader to understand shifts.
• Ideas within each paragraph are fully developed.
• Each point is supported by evidence.
• All evidence is relevant.  
• Important terms are explained to the reader.
• Purpose of each paragraph (introduction, body paragraphs, conclusion) is clear.  
• Clear relationship between topic sentence(s) and paragraph(s) that came before is evident.

Grading Rubric: Holistic Standards with Letter Grade Conversions

(based on extended response Smarter Balanced Assessment writing rubric)

Score: 4 or Letter Grade: A

Student response is a thorough elaboration of the support/evidence on the topic (individual) including the effective use of source material. The response clearly and effectively develops ideas, using precise language:

• Comprehensive evidence (facts and details) from source materials are integrated.
• Relevant, and specific clear citations or attribution to source materials.
• Effective use of a variety of elaborative techniques.
• Vocabulary is clearly appropriate for the audience and purpose. 
• Effective, appropriate style enhances content.

Score: 3  Letter Grade: B

Student response is an adequate elaboration of the support/evidence in the biography that includes the use of source materials. The student response adequately develops ideas, employing a mix of precise and more general language:  

• Adequate evidence (facts and details) from the source materials is integrated and relevant, yet the evidence and explanation may be general.
• Adequate use of citations or attribution to the source material.  
• Adequate use of some elaborative techniques.
• Vocabulary is generally appropriate for the audience and purpose.
• The style is generally appropriate for the audience and purpose.

Score: 2 Letter Grade: C

Student response is uneven with a cursory elaboration of the support/evidence in the biography that includes the uneven or limited use of source material. The student response develops ideas unevenly, using simplistic language:

• Some evidence (facts and details) from the source materials may be weakly integrated, imprecise, repetitive, vague, and/or copied.
• Weak use of citations or attribution to source materials.
• Weak or uneven use of elaborative techniques.
• Development may consist primarily of source summaries.
• Vocabulary use is uneven or somewhat ineffective for the audience and purpose.
• Inconsistent or weak attempt to create the appropriate style.

Score: 1 Letter Grade: D

Student response provides a minimal elaboration of the support/evidence in the biography that includes little or no use of source material. The student response is vague, lacks clarity, or is confusing:

• Evidence (facts and details) from the source material is minimal, irrelevant, absent, incorrectly used. 
• Insufficient use of citations or attribution to the source material.
• Minimal, if any, use of elaborative techniques.
• Vocabulary is limited or ineffective for the audience and purpose.
• Little or no evidence of appropriate style.
• Insufficient or plagiarized (copied without credit) text.
• Off-topic. 
• Off-purpose.
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Biography Research Projects

• stayingcoolinthelibrary
• November 8, 2021
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• Biographies , Library Skills , Research

Students need to read and learn about many different types of informational texts, including biographies. A biography research project can combine many important skills besides just learning about the life of an important person, such as:

• note-taking
• summarizing and paraphrasing information
• evaluating information
• finding the best sources for information
• organizing information
• the importance of citing your sources 
• practice writing informational text

Basics of a Biography

Teach students the call number .

When I teach about biographies in the library, I start by showing students the biography section and pointing out the call number for biographies. I always give my biographies the call number of 92; however, each library is different. 

What’s the difference between a biography and an autobiography?

I then like to discuss the difference between a biography and an autobiography. A biography usually provides facts about a person from their childhood through adulthood and is written by someone else . It will discuss the challenges the subject faced in their life, as well as many of their accomplishments. It always states true facts about that person.

An autobiography is a book or piece of writing about a person’s life written from that person’s point of view about themselves . 

Common Features to Nonfiction Text

Next, I like to discuss some of the common features that most biographies have and how they are similar to other types of nonfiction text. Timelines are important to show the important dates in the person’s life. They are usually organized in chronological order. There will often be quotes from the person. I will explain what a quote is and how it can be found in quotation marks.

Setting Up the Biography Research Project

Once I teach the basics of what a biography is, I usually pull many of the biographies from the bookshelf and put them on the library tables for students to view and look through. One thing to remember is that students will usually want to check out the books.

During the next library class, I will introduce the biography research project. The biography research project can be printed or assigned digitally to students. I have used both versions and sometimes I like to assign my older students (4th and 5th graders) the digital Google Slides version and keep the printable version for 2nd and 3rd graders. It really depends on your students, however. 

Ideally, I will have students complete this project after I have taught them the basics of using different sources (books and online resources) and about how to take notes and summarize/paraphrase information. That way I don’t have to teach these concepts at the same time. Overall teaching about these things below and biographies can take anywhere from 4-6 weeks and then we start the biography research project after that.

Here is what I use to teach those different concepts: 

• Summarizing and Paraphrasing Activities
• Summarizing and Paraphrasing Activities for Google Slides  
• Evaluating Websites PowerPoint and Activities .

Assigning the Biography Research Projec t

• Have students choose about a person they want to write about. I like to give a list to choose from but if they come up with someone outside of the list, that is fine too as long as they will be able to find enough information about them.
• Students will create a biography research project using graphic organizers and worksheets in the Biography Report Template .
• Students will be able to choose the person they want to write about. 
• They can use a library book or look up a person on a research database like World Book Online or Pebble Go. I usually allow students to do both.
• It helps to have a completed project to show students as an example.

What’s Included in the Biography Research Project?

• Printable version available in black/white and color
• Digital version (google slides)
• Graphic Organizer for Personal Information
• Graphic Organizer for timeline of important dates
• Page for Photos
• Page for quotes
• Question page about the early years of the person’s life
• Question page about the adult years of the person’s life
• Question page about their accomplishments
• Question page about their struggles
•  Interesting Facts page
• Works Cited

CLICK HERE TO GRAB THE PRINTABLE VERSION OF THE BIOGRAPHY PROJECT

CLICK HERE TO GRAB THE DIGITAL VERSION OF THE BIOGRAPHY PROJECT

Do you teach about biographies in the library?

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How to Differentiate Your Biography Research Project

Biography research projects can engage your entire class. Just use the Goldilocks principle. In other words, the process shouldn’t be too easy or too hard. Instead, it should be just right. Take a peek at this simple 1-2-3 method of differentiation.

Ms. Sneed Plans a Biography Research Project

“Let’s continue planning our fourth grade ELA block ,” Ms. Sneed told her student teacher, Mr. Grow. “I’d like to plan a biography research project for February.”

“Since it’s Black History Month, why don’t we focus on African Americans?” he replied.

Page #1 – Basic Biography Research

“Good idea. That will go great with our other biography activities . Now let’s see, what should they learn about each person?”

“Well,” said Mr. Grow, “I guess they should get some background information first. Like, for example, where the person was born, information about their family, that kind of thing.”

“Yes, and of course, we’ll want them to pinpoint their major contributions next.”

Ms. Sneed sat down at her computer and began to type:

• Describe when and where the person was born, grew up, and died. Include information about family members.
• What made the person famous?

“This is good basic information. Every student should find these things. Let’s use this page for everyone. But most kids can do more. So what else? I’d definitely like to differentiate this biography research project.”

Page #2 – Intermediate Biography Research

“Hmm, how about the challenges the person faced?” asked Mr. Grow.

“That’s perfect,” responded Ms. Sneed. Her fingers pecked away at the keyboard. On this page, she gave kids space to:

• Explain challenges the person faced.
• Identify ways the person overcame the challenges and people who helped or inspired them.

“I love this,” she said. “Kids need to know that influential people face adversity. Furthermore, they need to know that these people didn’t make it to the top on their own. If you look behind every famous person, you’ll find a support system.”

“So most kids in our class will do these two sheets?” Mr. Grow asked.

Ms. Sneed nodded.

Pages #3 and 4 – Advanced Biography Research

“Let’s add one more page for our advanced learners,” Ms. Sneed said.

“I’ve noticed that history played a big part in determining a person’s path in life,” she continued.

“On the advanced page, we’ll ask kids to explain how history changed events in the person’s life, as well as how the person changed history. However, in order to do that, they’ll have to research the time period and compare it with the biographical information.”

Mr. Grow looked on as Ms. Sneed worked on her computer. When she finished, she had added two more pages: a double timeline and a response sheet.

Creating a Display

“I have an idea for displaying kids’ research projects,” said Mr. Grow. “Can I work on it tonight and show you tomorrow?”

Ms. Sneed smiled. “Of course!”

The next day, Mr. Grow brought in a mock-up of his idea. “On this page,” he said, pointing to a template with a large photo of Harriet Tubman, “kids simply write the person’s main contribution. That will force them to pinpoint the pinnacle of their efforts.”

Pointing to a page with a small image and lines, he continued. “On this one, students will write their research paper.”

Now Ms. Sneed was grinning broadly. “I love it! This research project will make a wonderful display for Black History Month .”

The 1-2-3 Method

Ms. Sneed and Mr. Grow found an easy way to differentiate research. First, they identified three groups of students in their class. Second, they matched each student with the number of pages he or she could handle. That way, the research project was appropriate for everyone.

This strategy can be used for a variety of activities. It’s as easy as 1-2-3. As a matter of fact, you can find a variety differentiated research projects in my TPT store.

How to Write a Good Academic Biography (Part 1)

When your journal article gets accepted or you are preparing for a public presentation, you will often be asked for a short academic biography. For many people, these academic bios are more difficult to write than a dissertation. How do you sum up yourself and your work in 3-5 sentences? What do you need to include? What should you leave out?

What You Should Do

• Start with your full name followed by your current position, your general interests, and your current project, keeping them all very brief.
• If you are within a year of receiving a prestigious award, mention that as well.
• Finally, finish with a sentence that’s personal: add a hobby, a pet’s name, the city you live in—whatever you are comfortable with that is personal but not too private.

What You Should Avoid

• Avoid speaking in the first person, i.e., don’t use “I.”
• Don’t divulge details beyond your current position.
• In a longer bio of multiple paragraphs, you may add more awards and information about your master’s and bachelor’s degrees, but not in a short bio. Moreover, don’t add anything that happened before grad school—including your place of birth. For example:

Hi! My name is Scott. I was originally born in Vermont and now I’m a professor at North Yankee University in Fargone, New York (in upstate New York). I study antelopes’ migration patterns and their impact of native grain growth. My interest in antelopes began as a teenager when I first saw one in the wild. I did my undergrad degree in biology at SUNY and my masters and UCLA and my PhD in Forestry at Hunter College.

Related: Finished drafting your academic biography and heading for an international conference? Check out this post now!

The above example is far too casual and Scott’s work and current position are overshadowed by all the other random details. This can be written in a much better way:

Scott Sampson is a professor of Wildlife Biology at North Yankee University. His work focuses specifically on the migration patterns of antelope and their impact on the growth of native grain. His favorite place to do research in his backyard, which opens to the Akron National Forest.

This improvised version is concise, relevant, and makes Scott’s bio appear professional while giving a short description of his personal details.

Longer Bios

For longer bios, follow the same basic rules, but go into a bit more depth about your work, your education, and your future projects or interests. You may also consider adding a line about your immediate family. But as always, leave the personal details for a short and friendly mention at the end of the bio.

Mostly, your bio will be used by someone to introduce you at a conference or public event so if you write your bio using these tips, you will help them give a smooth and accurate introduction. Remember that the bio is the first thing that people know about you so pack it full of the most important things about yourself!

If you would like to know more about different formats of academic biography, read the next article in this series!

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3 Ideas for Student Biography Research Projects Upper Elementary

When the second half of the school year comes around, it is officially biography season in my classroom!

That is because when the second half of the year comes we shift our focus during reading and writing to nonfiction and informative text . The engagement is instant as kids just love to read nonfiction. After we get our feet with reading a wide range of informative texts, we begin to closely study biographies.

Students LOVE to read about real people and the impact that they have had on the world . Every year students are always so motivated during our biography research project time. Our biography project is the first research project of the year, so it is important to me that I support them every step of the way.

Over the years I have found that by breaking down the process step by step for our biography reports students are not only successful when writing their first research essay of the year, but they are able to take the skills that they learned throughout the unit and apply it to future research projects that we do, like studying endangered animals and National Parks . 

Continue to read to find out how I approach teaching BEFORE I expect students to research and write an expository research essay .

1. Break Down Biographies

• are one person's telling about another person's life
• can be about people who have died or are still living
• include basic facts about the person of focus
• include information about the person's education and childhood
• usually tell about problems or struggles that they faced
• describe their major life achievements

Once we have gone over the characteristics found in biographies we get reading so that students can find these characteristics in action.

I start by reading a few short biographies like the ones found in anthologies like this one, Herstory written by Katherine Halligan:

We stop and discuss the elements that we listed on our anchor chart.  I have students find examples of struggles, accomplishments, and facts.

Once students have listened to a few biographies, I send them off to annotate a   biography article . 

Students take highlighters and sticky notes and mark up the text , citing where they found elements of biographies. This activity works well in partnerships so that the students can discuss each element with a peer.

At the close of this first lesson on biographies, I send students off with the task to think about a person that they would like to research . While I do like to encourage students to pick someone they are interested in, I do also guide them on who they select.

I tell my students to pick someone who has had an impact on the world and someone who is not a movie/TV/YouTube star. You can make any rules you want to help guide students or set no rules. I have found that spending a few minutes brainstorming appropriate people to research sets the tone for the whole project. That is why before we wrap up the lesson we brainstorm ten people who would be great to research. This brainstorming is just to get students excited and thinking. They do not have to pick from the brainstormed list.

The next day, after students have had time to think, and discuss it with their families, which I like to have them do, they submit their research request . They simply write their name on a piece of paper and the name of who they want to research and why. This is a great way to get students to pick someone intentionally and reduces repeat research projects. I never allow more than two people to pick the same person.

Grab the FREE form I have students use to request a focus person and guide right here.

2. Bring it Through the Writing Process

Once students have a good grasp on how to collect information, they are ready to work independently. I assign one topic for research each day. This helps the students stay focused on the daily task and make a research project manageable for upper elementary students. The breakdown I use for each day's research looks like thi s:

• Day 1: Family Life and Early Childhood
• Day 2: Young Adult Life
• Day 3: Adult Life
• Day 4: Accomplishments
• Day 5: Other Important and Interesting Information

Sometimes days are combined based on what resources students are using to collect information. Once students have collected information for their report, we pause our research and return to the writing process.

Students know that we use the writing process for all of our writing. However, mini-lessons in certain areas specific to informative writing are necessary to help students write their first research project. Mini-lessons I teach before students write that are specific to informative writing include :

• hooking your reader
• paragraph organization
• citing sources
• strong closure to wrap up your writing

Teaching students how to take notes and what to do with their notes helps them successfully write their first research project.

3. Get Student Creative Juices Flowing

• design a PPT presentation
• create a tri-fold handout to teach others
• create a puppet of the person
• design a poster
• prepare a speech as if they were the focus person
• allow students to come up with an idea for their presentation. I have to approve their idea based on the resources and materials we have available in the classroom.

When biography season comes around in your classroom, be sure to follow these tips for success! By breaking down biographies, using what students already know about the writing process , and allowing creative choice when it comes to project displays your students will be engaged, motivated, and write the best biography research projects you have ever seen.

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Biography Research Project -- Loeppert & Stanek: Home

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1 Humanities 

Ms. Loeppert and Mr. Stanek 1st Quarter Project: Biography Research Paper

(200 Summative Points Possible in English and History)

This year will focus on the role that the individual plays in the community.  As you will see in the literary texts we will discuss, a single person can sometimes change the world through her or his actions.  In history class you will see how an individual who identifies an injustice in the world can sometimes put an end to that injustice.  

The topic of your research paper must focus on a specific cause that you find interesting and an individual who defended that cause.  Since our first semester survey of history in 1 Humanities History ends in the year 1800, your paper’s topic must come from any point in history before the year 1800.  Attached is a list of possible causes and the individuals who championed them.   Your job is to research the social or political situation that the individual encountered in her or his society and then to explain how the individual changed or attempted to change society.  

GENERAL DUE DATES:  

9/24-25 Freshman Research Paper introduced and assigned.

9/29-10/7 Class meets for double periods. 

Source Evaluation/Annotation/Works Cited Page Rough Draft

 The Library Planning packet asks you to assess your sources as you locate them, formulate a claim/thesis statement, a sub claim, and then produce the works cited page.  This will count as a part of the grade for Works Cited/Annotation of Sources. This will be due at the end of class on the second day we are in the library.

10/8-14 Work days asynchronously (on your own) and in class (in both English and history classes)

10/14 Final Essay and Works Cited Page Due (200 Points)

RESEARCH PAPER ASSIGNMENT SPECIFICS

Works Cited Page and Evaluation of Sources 

VALUE:  100 Points

RUBRIC:  We will use the rubric entitled Freshman Research Rubric A/AEHC 1 to grade your works cited page, and your choice/evaluation of sources. Your Library Planning Packet will also count as annotation of your sources.   

SOURCES:  You must find at least 3 sources to include in your works cited page:

Your sources should be books, scholarly articles or periodicals, most of which you will access through the online databases. 

You must use all of your sources in your parenthetical citations.

You may not use any general encyclopedia articles.  

Internet sources with no date or author are not valid research sources.  

All sources must be approved by Mr. Stanek.  

WORKS CITED PAGE:  You must have a works cited page that includes all 3 of your sources:

The sources should be formatted in MLA format (wording, spacing, punctuation, indentation).  Most of the sources that come from the databases will have a citation in MLA format that you can just copy and paste into your works cited page.  

The page must also be typed and formatted in manuscript form (1” margins, 12 point Times New Roman font, spacing, etc.).  

If you have more than 3 sources, these must be listed as well.

List the sources in alphabetical order. 

Title the page Works Cited 

Remember to CHOOSE MLA FORMAT in the sources that offer a citation

The Research Paper Essay

RUBRIC:  We will use the rubric entitled Freshman Research Rubric Claim/Sub-Claim/Evidence/AEHC 2 to grade your research paper. 

LENGTH:  3-4 pages typed in 12 point Times New Roman font, double spaced.  These 3-4 pages do NOT include the works cited page

CLAIM/ SUBCLAIM: Your claim/ thesis statement should clearly state that the individual changed their society in a specific way.  The sub claim in the second body paragraph should then clearly explain how the individual was able to change their society in a specific way.  See the attached writing checklist for specific information regarding the organization and content of the essay.  

REASONING/EVIDENCE: Your analysis should support the sub claim through facts, ideas, and direct quotations that come from your 3 sources.  

PARENTHETICAL/IN-TEXT  CITATIONS:  Since there are at least 3 sources in your works cited page, there should be a minimum of 3 parenthetical citations in your paper.  You must cite all direct quotations, paraphrased information, statistics, or any other ideas that are not your own.  

ESSAY WRITING INSTRUCTIONS

CONTENT/STRUCTURE:   (Please note that the sentence counts below serve just as guidelines—you can compose more or fewer at your discretion)

Introduction:  This paragraph should include:

"Grabber/Lead” Sentence:  A sentence that gets our attention and makes us want to read your essay.

Background Information (2-3 sentences briefly introducing the cause and individual)

The Thesis Statement (Underlined):  1 sentence that tells the reader what the essay will prove.  (Hint:  The thesis should state that the individual changed her or his society in a specific way)

The Organizational Statement:  1-2 sentences that tell the reader how the essay will be organized.  (Hint:  This is where you provide the layout for your essay, a “roadmap”) 

 Transition Sentence--1 sentence that provides a clear transition to the content in the next paragraph (Hint:  refer to the next topic to be discussed—the society that the individual lived in)

Style Reminder: Do not refer directly to your essay and do not use 1st or 2nd person point-of-view. i.e. Do not write:  “In the next paragraph I will talk about…” or “the thesis of the paper is…” 

Body Paragraph One:  This paragraph should present the individual’s society and include:

Topic Sentence:  1 sentence that clearly introduces the focus of the paragraph (Hint:  refer to the society that the individual lived in)

Description of the individual’s society:  In order to appreciate how the individual changed her or his society, first establish what the society was like.   In 5-6 sentences, describe the society, providing any pertinent details that relate to the thesis.  What was wrong with the society? What did the individual want to change?  This is where you will establish what the individual would have encountered socially, politically, and/or artistically in society.

Parenthetical Citations:  Remember that you need to cite any ideas that are not yours.  All quotes or paraphrase/ideas should be cited in manuscript form and correctly punctuated.

Transition Sentence--1 sentence that provides a clear transition to the content in the next paragraph (Hint:  refer to the next topic to be discussed—how the individual attempted to change her or his society)

Style Reminder: Do not refer directly to your essay and do not use 1st or 2nd person point-of-view. i.e. Do not write:  “This paragraph will be about…” or “in the next paragraph you will learn  about…”  

Body Paragraph Two:  This paragraph should explain ONE of the ways the individual changed society:

Topic Sentence:  State Sub claim here.  This sub claim (1 sentence) presents one of the ways the individual changed society.  

Reasoning/Evidence of Research: In 5-6 sentences explain how the individual changed their society, presenting 3 or more facts/ideas that come from your research 

Choice of Quotations:  Provide quotations that clearly support the reasoning

Analysis of Quotations: 1-2 sentences that clearly connect the quotations to the reasoning.  

Parenthetical Citations:  All quotes or paraphrase/ideas should be cited in manuscript form and correctly punctuated.

Transition Sentence--1 sentence that provides a clear transition to the content in the next paragraph 

Style Reminder: Do not refer directly to your essay and do not use 1st or 2nd person point-of-view. i.e. Do not write:  “The sub claim is…” or “in the next paragraph I will talk about…”  

Conclusion:  

Topic Sentence:  1 sentence that states the importance/relevance of your individual to their society and to the modern world.

Concluding Analysis: 3-4 sentences that explain the results of your individual’s work in their society. How is their society different as a result of their work? 

Concluding Analysis: 3-4 sentences that briefly discuss the overall relevance/importance of your topic to the modern world.

Concluding Sentences: 1-2 sentences that present the implications of your cause and figure for the future

Style Reminder: Do not refer directly to your essay and do not use 1st or 2nd person point-of-view. i.e. Do not write “In conclusion” or “I hope you enjoyed reading my essay…”

MECHANICS:  

1st Quarter Project Topics: Individuals and their Causes

Parenthetical Citations Overview

What is a Parenthetical Citation?

A Parenthetical Citation is set of parentheses (     )  that indicates exactly where a statistic, direct quote, or fact comes from originally.  The citation directly follows the sentence containing the statistic, quotation, or fact.  

What to Cite:  

Any direct quotations, statistics, or specific facts should be cited in parenthetical citations.  

What goes inside the Parentheses:

For this project, you located and read articles and books that contained both an author’s or editor’s name and, depending on the source, page number(s).  The parentheses should contain the last name of the author/editor followed by the page number on which the information was found.  If using a source that does not include a page number, record just the author’s last name. If the source does not have an author, record the editor’s last name. If you found a source with no author, no editor, and it was still approved by Mr, Stanek, then just record the name of the article, in quotations marks, inside the parentheses.

A Source with both an author’s/editor’s last name and page number: 

The law states that employers can monitor their employees with “a hidden video camera” and can even position a video camera so that “a number of employees can be monitored at the same time” (Lane 147).  

A source with just an author’s/editor’s name, but no page number:

85% of American companies monitor their employees via video camera, but often this practice results in low morale.  95% of employees surveyed reported that they do not feel comfortable working in an environment where cameras are used (Morris).

An online source with no author, editor or page number: 

“Monitoring individuals via video without their knowledge is illegal in some countries” (“Who is Watching Us”).  

How to Integrate a Parenthetical Citation into a Sentence or Paragraph:

The parenthetical citation should appear at the end of the sentence(s) that include the direct quotation, statistic or facts.  The period that normally would appear at the very end of the sentence should now appear after the parenthetical citation. See the 3 examples above.  

However if you use a quote that ends in a question mark or exclamation point, these marks remain inside of the quotation marks, but then you will add a period after the parentheses.

A direct quotation that ends in a question mark/exclamation point:

“I just don’t understand why this issue is such a big deal. Why do people care so much?” (Morris 2).

Introduction:   This paragraph should include:

"Grabber/Lead” Sentence:   A sentence that gets our attention and makes us want to read your essay.

The Thesis Statement ( Underlined ):   1 sentence that tells the reader what the essay will prove.  (Hint:  The thesis should state that the individual changed her or his society in a specific way)

The Organizational Statement:   1-2 sentences that tell the reader how the essay will be organized.  (Hint:  This is where you provide the layout for your essay, a “roadmap”)  

  Transition Sentence --1 sentence that provides a clear transition to the content in the next paragraph (Hint:  refer to the next topic to be discussed—the society that the individual lived in)

Style Reminder: Do not refer directly to your essay and do not use 1 st or 2 nd person point-of-view. i.e. Do not write:  “In the next paragraph I will talk about…” or “the thesis of the paper is…”  

Body Paragraph One:   This paragraph should present the individual’s society and include:

Topic Sentence:   1 sentence that clearly introduces the focus of the paragraph ( Hint:  refer to the society that the individual lived in)

Description of the individual’s society:  In order to appreciate how the individual changed her or his society, first establish what the society was like.   In 5-6 sentences, describe the society, providing any pertinent details that relate to the thesis. What was wrong with the society? What did the individual want to change?  This is where you will establish what the individual would have encountered socially, politically, and/or artistically in society.

Parenthetical Citations:   Remember that you need to cite any ideas that are not yours.  All quotes or paraphrase/ideas should be cited in manuscript form and correctly punctuated.

Transition Sentence --1 sentence that provides a clear transition to the content in the next paragraph (Hint:  refer to the next topic to be discussed—how the individual attempted to change her or his society)

Style Reminder: Do not refer directly to your essay and do not use 1 st or 2 nd person point-of-view. i.e. Do not write:  “This paragraph will be about…” or “in the next paragraph you will learn  about…”  

Body Paragraph Two:   This paragraph should explain ONE of the ways the individual changed society:

Topic Sentence:   State Sub claim here.  This sub claim (1 sentence) presents one of the ways the individual changed society.  

Reasoning/Evidence of Research : In 5-6 sentences explain how the individual changed their society, presenting 3 or more facts/ideas that come from your research 

Parenthetical Citations:   All quotes or paraphrase/ideas should be cited in manuscript form and correctly punctuated.

Transition Sentence --1 sentence that provides a clear transition to the content in the next paragraph 

Style Reminder: Do not refer directly to your essay and do not use 1 st or 2 nd person point-of-view. i.e. Do not write:  “The sub claim is…” or “in the next paragraph I will talk about…”  

Conclusion:   

Topic Sentence:   1 sentence that states the importance/relevance of your individual to their society and to the modern world.

Style Reminder: Do not refer directly to your essay and do not use 1 st or 2 nd person point-of-view. i.e. Do not write “In conclusion” or “I hope you enjoyed reading my essay…”

MECHANICS:   

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The BEST Elementary Biography Project

Looking for a fun, new research and writing project for your elementary kiddos? This living wax museum is a great way to tie together reading, writing, social studies and speaking and listening skills all in one fun project. I have done this project with second through fourth graders and they have all loved it.

Start this project off by having your students select what famous figure they want to research, or by assigning them a famous figure. My ABSOLUTE favorite books for us to conduct our research are the “Who Was” Series by Jim Gigliotti. They are perfect for on-level/higher second graders, and are most appropriate for third and fourth grade students.

Typically, I will introduce the project, show the students my example, and then briefly introduce all of the famous figures that they can pick from. I then let them go one by one and pick which person they want to research.

For my second graders, I always have one group (my lower level readers) that work together to collect our research all on the same person, but then I release them to each write their own reports.

We spend about one week reading our books and researching our influential figure. While they work, they take notes on important aspects of that person’s life. There are also a ton of great books on Epic ! that students can use for additional research and ideas.

After our notes are compiled, students begin writing their drafts for their research reports. I have students write 6 total paragraphs about their famous figures. We do an introduction, a paragraph about their early life, a paragraph about why they are famous, fun facts, a paragraph about a character trait that best describes them and why, and then a closing.

We spend about 1-1 & 1/2 weeks working on our writing. We write about a paragraph or 2 per day, then take our writing through the revising/editing/publishing process. I then give students a good 2-3 days to spend a TON of time publishing their work to the best of their capability, using their best handwriting and best pictures that they can.

Wax Museum: Speaking & Listening

We end this project by inviting parents and other classes to come watch us present our reports. This is a fun time where the students get to dress up like their famous person, bring in props and practice speaking in front of an audience. We always get amazing feedback from the parents and from other classroom teachers. This component is totally optional, but completely worth it!

I always send home a student letter at the beginning of the project so that parents have ample time to help students gather materials for their costumes and to help them get a good understanding of who their influential figure is.

Distance Learning / Digital Learning :

Is your school closed for an extended period of time due to this crazy virus? This project is a GREAT way for students to continue learning at home. Simply send the PDF to parents to print at home (or print at school if you still have access), and send students to Epic or your local online library to find biographies on the person of their choice. Then, add a digital component by having students upload their videos to Google Classroom, SeeSaw or the digital platform of your choice. This is a great way to provide a few weeks of reading/writing plans to parents, while incorporating choice in student learning still.

Recommended Resources :

Snag everything you need for the biography research and writing reports in this Biography Writing Resource .

Click here for a compilation of all of my favorite “Who Was” characters to research for this project. These books are the perfect level for 2nd-4th graders, and are really affordable (between $2-4 each by following my Amazon affiliate link.)

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How to Write a Biography: Upper Elementary to Middle School

Writing a biography can be a daunting task. When students hear the assignment of writing a biography, they may have thoughts of long, boring essays or a tedious 10-page book report. There are various ways to tackle writing a biography, and they can even be fun in the process! Let’s look at some less intimidating ways to get your kiddos to write a biography, whether in elementary or middle school.

Step 1: Read a Biography

The first step for students before writing a biography is to read one. They need to see a real-life example before tackling their own biography assignment. Elementary students can read biography picture books or Who Was? biography novels. Biography picture books are especially interesting to students as the splendid pictures bring the person to life. 

Here are some picture books we recommend for younger students: 

I Am Rosa Parks by Brad Meltzer

The Girl Who Thought in Pictures by Julia Finley Mosca

On a Beam of Light: A Story of Albert Einstein by Jennifer Berne

Upper elementary students love the Who Was? novel series. These books are more challenging, contain some pictures, and are age-appropriate. We recommend:

Who Was? Anne Frank  by Anne Abramson

Who Were? The Tuskegee Airmen by Sherri L. Smith

Who Was? Selena  by Max Bisantz

Middle school-aged students can read a variety of biographies from sixth graders reading Who Was? to advanced readers conquering even adult biographies. Some biographies or autobiographies my middle school students have read and loved are: 

I Am Malala by Malala Youfsazai

Gifted Hands The Ben Carson Story by Gregg Lewis

Life in Motion: An Unlikely Ballerina by Misty Copeland

Step 2: Research a Person

Once students have read a biography to gain an understanding of what one looks like and how it is organized, as well as more about the person they are learning about, they can complete research from the biography or autobiography. A simple graphic organizer to help students organize crucial information would suffice. Important information that the student should gather from their book includes: 

• Birthdate and Birthplace
• Death Date and Place If Deceased
• Childhood/Family
• Adult Family
• Major Accomplishments
• Major Obstacles
• Lessons we can learn from this person’s life

Step 3: How to Write a Biography Tips

As a teacher, you can provide choices for students or provide a project students can tackle. Some biography projects require students to write a biography in a different format than a typical essay.

Paper Bag Biography

For elementary grades, a paper bag biography book report is an interesting way to create a biography. Once students have read their biography or autobiography, they color the front of the paper bag with a picture of the person as well as display the person’s name. On the back of the paper bag is written the major accomplishments, obstacles, and a lesson learned from this person’s life.

On one side of the bag is written fun facts and on the other side is written basic information such as birthdate, birthplace, family, death date, etc. Inside the paper bag, students place varying objects that symbolize the life of the person and explain or write about them. 

Cereal Box Biography

This same concept can be completed with a cereal box. Students would utilize construction paper and glue over the cereal box instead. They can create a cute name for their cereal that coincides with the person they’re learning about as well. For instance, a biography about Sugar Ray Leonard, a professional boxer, could become Sugar Rays on a cereal box biography report. 

Pizza Box Biography

Speaking of food, a pizza box biography report is something I have utilized for years in the classroom. It combines creativity, art, and writing to display a biography. A simple Google search can give you tons of templates, instructions, and student sample pictures to choose from. I’m not certain of the original creator of this project, but it is amazing!

Students decorate the outside and inside cover of a pizza box with pictures and facts of their person. Next, they create a pizza out of construction paper and each slice displays important information. They can use their creativity to decorate each slice with toppings. Some students create a flap that goes over their slice of information and on the flap are toppings they’ve drawn such as mushrooms, pepperoni, and peppers. I am always impressed with how students use their creativity to design elaborate pizzas!

Here is the link to a FREE pizza box biography book report guideline I have used for years. 

Biography in a Can

Keeping with the theme of biography projects centered around food containers, have your students grab a clean chip or coffee can (with a lid). After reading a biography, students will decorate their can based on whom they’re learning about. We recommend the Who Is? , Who Was? and I Am books for this.

Next, students will use a graphic organizer to gather information from their book and then turn that research into an index card biography report. The various index cards are then stored inside the can for easy access for presentations. This project promotes independent student research, incorporates art, and is plain fun. It is definitely engaging for students.

Grab the whole project, including graphic organizers , index card templates , a pre-design sheet , and a rubric below. 

Grab your Biography Research Project today.

Our Biography Research Project will guide your students through Biography Research with ease. In addition, this unique research project helps them to learn more about important figures, as well as write and create some awesome biographies.

Bonus: Our Biography Research Project is a great way to display your students’ work for the admiration of parents, admin, and fellow students. Your class will be the envy of your school.

MLA Biography Essa y

As students move into seventh and eighth grade, there is a huge focus on learning to write an MLA essay. Because of this, I require students to write a biography essay or book report. Using a detailed template, students write their biographies. Each paragraph is thoroughly explained and chunked to display the life of the person they’re investigating. Here is a simple template of how I have seventh-grade students organize their biography essays:  

1st paragraph contains:

Title of your biography and the author’s name. The book is a biography of __________, who was born on (Date) ______________ in (Birthplace) ____________________. Why did you choose to read this book? Write a brief summary of their well-known accomplishments.

2nd, 3rd, 4th Paragraph contains:

A summary of their life. Make sure their life is in sequence. Tell of major life accomplishments, major disappointments, and major obstacles they faced. Tell of their childhood, adulthood, etc.

5th Paragraph contains:

What is the most interesting fact about this person? Explain why. How would you describe this person? If you could meet your person, what questions would you ask him or her? Why? Would you recommend this biography to a friend? Why or why not?

6th Paragraph: Conclusion Paragraph

What are the major life lessons a reader can learn from this person’s life? 

Step 4: Publish through Technology

Students can create biography presentations by using Google Slides , all the while utilizing pictures, quotes, and thematic decor to make their project come to life. Slidesgo.com is an amazing template resource in which students can make their presentations fit a theme and be a bit more aesthetically pleasing and exciting. 

Furthermore, Canva has a plethora of resources students can use to create biographies, from a standard presentation to infographics to creating an eBook . Canva is an awesome resource. It contains varying fonts, pre-loaded graphics, and the ability to upload pictures online. Canva has become a favorite tool of our students here lately!

Writing a biography can be challenging but in a great way! Reading biographies such as picture books to novels, this readily prepares students to conquer biography writing. By presenting options such as activities or a detailed template for an essay, students can feel interested and ready to tackle the world of biographies.

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Guide to the ALM Capstone Project

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• Course Catalog

Capstone: Historical Biography

“There is properly no history; only biography.” – Ralph Waldo Emerson The capstone offers an opportunity for students to engage in the challenges of writing historical biography. We reflect on the ways that biographers explore individual lives in the context of wider historical forces – how biographers connect the public and private lives of their subjects, and how they engage in careful historical research to craft engaging narratives. We begin by reading and discussing award-winning historical biographies alongside more theoretical discussions of the craft of biography. Students then undertake original historical research on an individual of their own choosing. Together, through our weekly meetings, we form an enthusiastic and supportive writing workshop. — Ariane Liazos, Faculty

Pre-capstone

This course builds on the work done in HIST E-597b . Students use the research and writing skills they have developed to produce a sample chapter of a biography, one that could be submitted as part of a book proposal, or a biographical article for an academic journal. Students include a bibliography and endnotes with their final submission. This semester predominantly consists of workshops of student writing-in-progress; students are evaluated on the feedback they provide for each other.

Ariane Liazos, PhD Lecturer in Extension, Harvard University

Course Links

Precapstone Course:  HIST E-597b Precapstone: Historical Biography Capstone Course: HIST E-599b Capstone: Historical Biography

• Course Sequencing

How to Write a Biography

Biographies are big business. Whether in book form or Hollywood biopics, the lives of the famous and sometimes not-so-famous fascinate us.

While it’s true that most biographies are about people who are in the public eye, sometimes the subject is less well-known. Primarily, though, famous or not, the person who is written about has led an incredible life.

In this article, we will explain biography writing in detail for teachers and students so they can create their own.

While your students will most likely have a basic understanding of a biography, it’s worth taking a little time before they put pen to paper to tease out a crystal-clear definition of one.

What Is a Biography?

A biography is an account of someone’s life written by someone else . While there is a genre known as a fictional biography, for the most part, biographies are, by definition, nonfiction.

Generally speaking, biographies provide an account of the subject’s life from the earliest days of childhood to the present day or, if the subject is deceased, their death.

The job of a biography is more than just to outline the bare facts of a person’s life.

Rather than just listing the basic details of their upbringing, hobbies, education, work, relationships, and death, a well-written biography should also paint a picture of the subject’s personality and experience of life.

Full Biographies

Teaching unit.

Teach your students everything they need to know about writing an AUTOBIOGRAPHY and a BIOGRAPHY.

⭐⭐⭐⭐⭐ ( 26 reviews )

Features of a Biography

Before students begin writing a biography, they’ll need to have a firm grasp of the main features of a Biography. An excellent way to determine how well they understand these essential elements is to ask them to compile a checklist like the one-blow

Their checklists should contain the items below at a minimum. Be sure to help them fill in any gaps before moving on to the writing process.

The purpose of a biography is to provide an account of someone’s life.

Biography structure.

ORIENTATION (BEGINNING) Open your biography with a strong hook to grab the reader’s attention

SEQUENCING: In most cases, biographies are written in chronological order unless you are a very competent writer consciously trying to break from this trend.

COVER: childhood, upbringing, education, influences, accomplishments, relationships, etc. – everything that helps the reader to understand the person.

CONCLUSION: Wrap your biography up with some details about what the subject is doing now if they are still alive. If they have passed away, make mention of what impact they have made and what their legacy is or will be.

BIOGRAPHY FEATURES

LANGUAGE Use descriptive and figurative language that will paint images inside your audience’s minds as they read. Use time connectives to link events.

PERSPECTIVE Biographies are written from the third person’s perspective.

DETAILS: Give specific details about people, places, events, times, dates, etc. Reflect on how events shaped the subject. You might want to include some relevant photographs with captions. A timeline may also be of use depending upon your subject and what you are trying to convey to your audience.

TENSE Written in the past tense (though ending may shift to the present/future tense)

THE PROCESS OF WRITING A BIOGRAPHY

Like any form of writing, you will find it simple if you have a plan and follow it through. These steps will ensure you cover the essential bases of writing a biography essay.

Firstly, select a subject that inspires you. Someone whose life story resonates with you and whose contribution to society intrigues you. The next step is to conduct thorough research. Engage in extensive reading, explore various sources, watch documentaries, and glean all available information to provide a comprehensive account of the person’s life.

Creating an outline is essential to organize your thoughts and information. The outline should include the person’s early life, education, career, achievements, and any other significant events or contributions. It serves as a map for the writing process, ensuring that all vital information is included.

Your biography should have an engaging introduction that captivates the reader’s attention and provides background information on the person you’re writing about. It should include a thesis statement summarising the biography’s main points.

Writing a biography in chronological order is crucial . You should begin with the person’s early life and move through their career and achievements. This approach clarifies how the person’s life unfolded and how they accomplished their goals.

A biography should be written in a narrative style , capturing the essence of the person’s life through vivid descriptions, anecdotes, and quotes. Avoid dry, factual writing and focus on creating a compelling narrative that engages the reader.

Adding personal insights and opinions can enhance the biography’s overall impact, providing a unique perspective on the person’s achievements, legacy, and impact on society.

Editing and proofreading are vital elements of the writing process. Thoroughly reviewing your biography ensures that the writing is clear, concise, and error-free. You can even request feedback from someone else to ensure that it is engaging and well-written.

Finally, including a bibliography at the end of your biography is essential. It gives credit to the sources that were used during research, such as books, articles, interviews, and websites.

Tips for Writing a Brilliant Biography

Biography writing tip #1: choose your subject wisely.

There are several points for students to reflect on when deciding on a subject for their biography. Let’s take a look at the most essential points to consider when deciding on the subject for a biography:

Interest: To produce a biography will require sustained writing from the student. That’s why students must choose their subject well. After all, a biography is an account of someone’s entire life to date. Students must ensure they choose a subject that will sustain their interest throughout the research, writing, and editing processes.

Merit: Closely related to the previous point, students must consider whether the subject merits the reader’s interest. Aside from pure labors of love, writing should be undertaken with the reader in mind. While producing a biography demands sustained writing from the author, it also demands sustained reading from the reader.

Therefore, students should ask themselves if their chosen subject has had a life worthy of the reader’s interest and the time they’d need to invest in reading their biography.

Information: Is there enough information available on the subject to fuel the writing of an entire biography? While it might be a tempting idea to write about a great-great-grandfather’s experience in the war. There would be enough interest there to sustain the author’s and the reader’s interest, but do you have enough access to information about their early childhood to do the subject justice in the form of a biography?

Biography Writing Tip #2: R esearch ! Research! Research!

While the chances are good that the student already knows quite a bit about the subject they’ve chosen. Chances are 100% that they’ll still need to undertake considerable research to write their biography.

As with many types of writing , research is an essential part of the planning process that shouldn’t be overlooked. If students wish to give as complete an account of their subject’s life as possible, they’ll need to put in the time at the research stage.

An effective way to approach the research process is to:

1. Compile a chronological timeline of the central facts, dates, and events of the subject’s life

2. Compile detailed descriptions of the following personal traits:

•      Physical looks
•      Character traits
•      Values and beliefs

3. Compile some research questions based on different topics to provide a focus for the research:

• Childhood : Where and when were they born? Who were their parents? Who were the other family members? What education did they receive?
• Obstacles: What challenges did they have to overcome? How did these challenges shape them as individuals?
• Legacy: What impact did this person have on the world and/or the people around them?
• Dialogue & Quotes: Dialogue and quotations by and about the subject are a great way to bring color and life to a biography. Students should keep an eagle eye out for the gems that hide amid their sources.

As the student gets deeper into their research, new questions will arise that can further fuel the research process and help to shape the direction the biography will ultimately go in.

Likewise, during the research, themes will often begin to suggest themselves. Exploring these themes is essential to bring depth to biography, but we’ll discuss this later in this article.

Research Skills:

Researching for biography writing is an excellent way for students to hone their research skills in general. Developing good research skills is essential for future academic success. Students will have opportunities to learn how to:

• Gather relevant information
• Evaluate different information sources
• Select suitable information
• Organize information into a text.

Students will have access to print and online information sources, and, in some cases, they may also have access to people who knew or know the subject (e.g. biography of a family member).

These days, much of the research will likely take place online. It’s crucial, therefore, to provide your students with guidance on how to use the internet safely and evaluate online sources for reliability. This is the era of ‘ fake news ’ and misinformation after all!

COMPLETE TEACHING UNIT ON INTERNET RESEARCH SKILLS USING GOOGLE SEARCH

Teach your students ESSENTIAL SKILLS OF THE INFORMATION ERA to become expert DIGITAL RESEARCHERS.

⭐How to correctly ask questions to search engines on all devices.

⭐ How to filter and refine your results to find exactly what you want every time.

⭐ Essential Research and critical thinking skills for students.

⭐ Plagiarism, Citing and acknowledging other people’s work.

⭐ How to query, synthesize and record your findings logically.

BIOGRAPHY WRITING Tip #3: Find Your Themes In Biography Writing

Though predominantly a nonfiction genre, the story still plays a significant role in good biography writing. The skills of characterization and plot structuring are transferable here. And, just like in fiction, exploring themes in a biographical work helps connect the personal to the universal. Of course, these shouldn’t be forced; this will make the work seem contrived, and the reader may lose faith in the truthfulness of the account. A biographer needs to gain and maintain the trust of the reader.

Fortunately, themes shouldn’t need to be forced. A life well-lived is full of meaning, and the themes the student writer is looking for will emerge effortlessly from the actions and events of the subject’s life. It’s just a case of learning how to spot them.

One way to identify the themes in a life is to look for recurring events or situations in a person’s life. These should be apparent from the research completed previously. The students should seek to identify these patterns that emerge in the subject’s life. For example, perhaps they’ve had to overcome various obstacles throughout different periods of their life. In that case, the theme of overcoming adversity is present and has been identified.

Usually, a biography has several themes running throughout, so be sure your students work to identify more than one theme in their subject’s life.

BIOGRAPHY WRITING Tip: #4 Put Something of Yourself into the Writing

While the defining feature of a biography is that it gives an account of a person’s life, students must understand that this is not all a biography does. Relating the facts and details of a subject’s life is not enough. The student biographer should not be afraid to share their thoughts and feelings with the reader throughout their account of their subject’s life.

The student can weave some of their personality into the fabric of the text by providing commentary and opinion as they relate the events of the person’s life and the wider social context at the time. Unlike the detached and objective approach we’d expect to find in a history textbook, in a biography, student-writers should communicate their enthusiasm for their subject in their writing.

This makes for a more intimate experience for the reader, as they get a sense of getting to know the author and the subject they are writing about.

Biography Examples For Students

• Year 5 Example
• Year 7 Example
• Year 9 Example

“The Rock ‘n’ Roll King: Elvis Presley”

Elvis Aaron Presley, born on January 8, 1935, was an amazing singer and actor known as the “King of Rock ‘n’ Roll.” Even though he’s been dead for nearly 50 years, I can’t help but be fascinated by his incredible life!

Elvis grew up in Tupelo, Mississippi, in a tiny house with his parents and twin brother. His family didn’t have much money, but they shared a love for music. Little did they know Elvis would become a music legend!

When he was only 11 years old, Elvis got his first guitar. He taught himself to play and loved singing gospel songs. As he got older, he started combining different music styles like country, blues, and gospel to create a whole new sound – that’s Rock ‘n’ Roll!

In 1954, at the age of 19, Elvis recorded his first song, “That’s All Right.” People couldn’t believe how unique and exciting his music was. His famous hip-swinging dance moves also made him a sensation!

Elvis didn’t just rock the music scene; he also starred in movies like “Love Me Tender” and “Jailhouse Rock.” But fame came with challenges. Despite facing ups and downs, Elvis kept spreading happiness through his music.

Tragically, Elvis passed away in 1977, but his music and charisma live on. Even today, people worldwide still enjoy his songs like “Hound Dog” and “Can’t Help Falling in Love.” Elvis Presley’s legacy as the King of Rock ‘n’ Roll will live forever.

Long Live the King: I wish I’d seen him.

Elvis Presley, the Rock ‘n’ Roll legend born on January 8, 1935, is a captivating figure that even a modern-day teen like me can’t help but admire. As I delve into his life, I wish I could have experienced the magic of his live performances.

Growing up in Tupelo, Mississippi, Elvis faced challenges but found solace in music. At 11, he got his first guitar, a symbol of his journey into the world of sound. His fusion of gospel, country, and blues into Rock ‘n’ Roll became a cultural phenomenon.

The thought of being in the audience during his early performances, especially when he recorded “That’s All Right” at 19, sends shivers down my spine. Imagining the crowd’s uproar and feeling the revolutionary energy of that moment is a dream I wish I could have lived.

Elvis wasn’t just a musical prodigy; he was a dynamic performer. His dance moves, the embodiment of rebellion, and his roles in films like “Love Me Tender” and “Jailhouse Rock” made him a true icon.

After watching him on YouTube, I can’t help but feel a little sad that I’ll never witness the King’s live performances. The idea of swaying to “Hound Dog” or being enchanted by “Can’t Help Falling in Love” in person is a missed opportunity. Elvis may have left us in 1977, but he was the king of rock n’ roll. Long live the King!

Elvis Presley: A Teen’s Take on the Rock ‘n’ Roll Icon”

Elvis Presley, born January 8, 1935, was a revolutionary force in the music world, earning his title as the “King of Rock ‘n’ Roll.” Exploring his life, even as a 16-year-old today, I’m captivated by the impact he made.

Hailing from Tupelo, Mississippi, Elvis grew up in humble beginnings, surrounded by the love of his parents and twin brother. It’s inspiring to think that, despite financial challenges, this young man would redefine the music scene.

At 11, Elvis got his first guitar, sparking a self-taught journey into music. His early gospel influences evolved into a unique fusion of country, blues, and gospel, creating the electrifying genre of Rock ‘n’ Roll. In 1954, at only 19, he recorded “That’s All Right,” marking the birth of a musical legend.

Elvis wasn’t just a musical innovator; he was a cultural phenomenon. His rebellious dance moves and magnetic stage presence challenged the norms. He transitioned seamlessly into acting, starring in iconic films like “Love Me Tender” and “Jailhouse Rock.”

However, fame came at a cost, and Elvis faced personal struggles. Despite the challenges, his music continued to resonate. Even now, classics like “Hound Dog” and “Can’t Help Falling in Love” transcend generations.

Elvis Presley’s impact on music and culture is undeniable. He was known for his unique voice, charismatic persona, and electrifying performances. He sold over one billion records worldwide, making him one of the best-selling solo artists in history. He received numerous awards throughout his career, including three Grammy Awards and the Grammy Lifetime Achievement Award.

Elvis’s influence can still be seen in today’s music. Many contemporary artists, such as Bruno Mars, Lady Gaga, and Justin Timberlake, have cited Elvis as an inspiration. His music continues to be featured in movies, TV shows, and commercials.

Elvis left us in 1977, but his legacy lives on. I appreciate his breaking barriers and fearlessly embracing his artistic vision. Elvis Presley’s impact on music and culture is timeless, a testament to the enduring power of his artistry. His music has inspired generations and will continue to do so for many years to come.

Teaching Resources

Use our resources and tools to improve your student’s writing skills through proven teaching strategies.

BIOGRAPHY WRITING TEACHING IDEAS AND LESSONS

We have compiled a sequence of biography-related lessons or teaching ideas that you can follow as you please. They are straightforward enough for most students to follow without further instruction.

BIOGRAPHY LESSON IDEA # 1:

This session aims to give students a broader understanding of what makes a good biography.

Once your students have compiled a comprehensive checklist of the main features of a biography, allow them to use it to assess some biographies from your school library or on the internet using the feature checklist.

When students have assessed a selection of biographies, take some time as a class to discuss them. You can base the discussion around the following prompts:

• Which biographies covered all the criteria from their checklist?
• Which biographies didn’t?
• Which biography was the most readable in terms of structure?
• Which biography do you think was the least well-structured? How would you improve this?

Looking at how other writers have interpreted the form will help students internalize the necessary criteria before attempting to produce a biography. Once students have a clear understanding of the main features of the biography, they’re ready to begin work on writing a biography.

When the time does come to put pen to paper, be sure they’re armed with the following top tips to help ensure they’re as well prepared as possible.

BIOGRAPHY LESSON IDEA # 2:

This session aims to guide students through the process of selecting the perfect biography subject.

Instruct students to draw up a shortlist of three potential subjects for the biography they’ll write.

Using the three criteria mentioned in the writing guide (Interest, Merit, and Information), students award each potential subject a mark out of 5 for each of the criteria. In this manner, students can select the most suitable subject for their biography.

BIOGRAPHY LESSON IDEA # 3:

This session aims to get students into the researching phase, then prioritise and organise events chronologically.

Students begin by making a timeline of their subject’s life, starting with their birth and ending with their death or the present day. If the student has yet to make a final decision on the subject of their biography, a family member will often serve well for this exercise as a practice exercise.

Students should research and gather the key events of the person’s life, covering each period of their life from when they were a baby, through childhood and adolescence, right up to adulthood and old age. They should then organize these onto a timeline. Students can include photographs with captions if they have them.

They can present these to the class when they have finished their timelines.

BIOGRAPHY LESSON IDEA # 4:

Instruct students to look over their timeline, notes, and other research. Challenge them to identify three patterns that repeat throughout the subject’s life and sort all the related events and incidents into specific categories.

Students should then label each category with a single word. This is the thematic concept or the broad general underlying idea. After that, students should write a sentence or two expressing what the subject’s life ‘says’ about that concept.

This is known as the thematic statement . With the thematic concepts and thematic statements identified, the student now has some substantial ideas to explore that will help bring more profound meaning and wider resonance to their biography.

BIOGRAPHY LESSON IDEA # 5:

Instruct students to write a short objective account of an event in their own life. They can write about anyone from their past. It needn’t be more than a couple of paragraphs, but the writing should be strictly factual, focusing only on the objective details of what happened.

Once they have completed this, it’s time to rewrite the paragraph, but they should include some opinion and personal commentary this time.

The student here aims to inject some color and personality into their writing, to transform a detached, factual account into a warm, engaging story.

A COMPLETE UNIT ON TEACHING BIOGRAPHIES

Teach your students to write AMAZING BIOGRAPHIES & AUTOBIOGRAPHIES using proven RESEARCH SKILLS and WRITING STRATEGIES .

• Understand the purpose of both forms of biography.
• Explore the language and perspective of both.
• Prompts and Challenges to engage students in writing a biography.
• Dedicated lessons for both forms of biography.
• Biographical Projects can expand students’ understanding of reading and writing a biography.
• A COMPLETE 82-PAGE UNIT – NO PREPARATION REQUIRED.

FREE Biography Writing Graphic Organizer

Use this valuable tool in the research and writing phases to keep your students on track and engaged.

WRITING CHECKLIST & RUBRIC BUNDLE

⭐⭐⭐⭐⭐ (92 Reviews)

To Conclude

By this stage, your students should have an excellent technical overview of a biography’s essential elements.

They should be able to choose their subject in light of how interesting and worthy they are, as well as give consideration to the availability of information out there. They should be able to research effectively and identify emerging themes in their research notes. And finally, they should be able to bring some of their personality and uniqueness into their retelling of the life of another.

Remember that writing a biography is not only a great way to develop a student’s writing skills; it can be used in almost all curriculum areas. For example, to find out more about a historical figure in History, to investigate scientific contributions to Science, or to celebrate a hero from everyday life.

Biography is an excellent genre for students to develop their writing skills and to find inspiration in the lives of others in the world around them.

HOW TO WRITE A BIOGRAPHY TUTORIAL VIDEO

OTHER GREAT ARTICLES RELATED TO BIOGRAPHY WRITING

How to write an Autobiography

How to Write a Historical Recount Text

15 Awesome Recount & Personal Narrative Topics

Personal Narrative Writing Guide

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Blog • Perfecting your Craft

Posted on Jun 30, 2023

How to Write a Biography: A 7-Step Guide [+Template]

From time to time, nonfiction authors become so captivated by a particular figure from either the present or the past, that they feel compelled to write an entire book about their life. Whether casting them as heroes or villains, there is an interesting quality in their humanity that compels these authors to revisit their life paths and write their story.

However, portraying someone’s life on paper in a comprehensive and engaging way requires solid preparation. If you’re looking to write a biography yourself, in this post we’ll share a step-by-step blueprint that you can follow. 

How to write a biography: 

1. Seek permission when possible 

2. research your subject thoroughly, 3. do interviews and visit locations, 4. organize your findings, 5. identify a central thesis, 6. write it using narrative elements, 7. get feedback and polish the text.

FREE RESOURCE

Biography Outline Template

Craft a satisfying story arc for your biography with our free template.

While you technically don’t need permission to write about public figures (or deceased ones), that doesn't guarantee their legal team won't pursue legal action against you. Author Kitty Kelley was sued by Frank Sinatra before she even started to write His Way , a biography that paints Ol Blue Eyes in a controversial light. (Kelley ended up winning the lawsuit, however).  

Whenever feasible, advise the subject’s representatives of your intentions. If all goes according to plan, you’ll get a green light to proceed, or potentially an offer to collaborate. It's a matter of common sense; if someone were to write a book about you, you would likely want to know about it well prior to publication. So, make a sincere effort to reach out to their PR staff to negotiate an agreement or at least a mutual understanding of the scope of your project. 

At the same time, make sure that you still retain editorial control over the project, and not end up writing a puff piece that treats its protagonist like a saint or hero. No biography can ever be entirely objective, but you should always strive for a portrayal that closely aligns with facts and reality.

If you can’t get an answer from your subject, or you’re asked not to proceed forward, you can still accept the potential repercussions and write an unauthorized biography . The “rebellious act” of publishing without consent indeed makes for great marketing, though it’ll likely bring more headaches with it too. 

✋ Please note that, like other nonfiction books, if you intend to release your biography with a publishing house , you can put together a book proposal to send to them before you even write the book. If they like it enough, they might pay you an advance to write it.  

Book Proposal Template

Craft a professional pitch for your nonfiction book with our handy template.

Once you’ve settled (or not) the permission part, it’s time to dive deep into your character’s story.  

Deep and thorough research skills are the cornerstone of every biographer worth their salt. To paint a vivid and accurate portrait of someone's life, you’ll have to gather qualitative information from a wide range of reliable sources. 

Start with the information already available, from books on your subject to archival documents, then collect new ones firsthand by interviewing people or traveling to locations. 

Browse the web and library archives

Put your researcher hat on and start consuming any piece on your subject you can find, from their Wikipedia page to news articles, interviews, TV and radio appearances, YouTube videos, podcasts, books, magazines, and any other media outlets they may have been featured in. 

Establish a system to orderly collect the information you find 一 even seemingly insignificant details can prove valuable during the writing process, so be sure to save them. 

Depending on their era, you may find most of the information readily available online, or you may need to search through university libraries for older references. 

For his landmark biography of Alexander Hamilton, Ron Chernow spent untold hours at Columbia University’s library , reading through the Hamilton family papers, visiting the New York Historical Society, as well as interviewing the archivist of the New York Stock Exchange, and so on. The research process took years, but it certainly paid off. Chernow discovered that Hamilton created the first five securities originally traded on Wall Street. This finding, among others, revealed his significant contributions to shaping the current American financial and political systems, a legacy previously often overshadowed by other founding fathers. Today Alexander Hamilton is one of the best-selling biographies of all time, and it has become a cultural phenomenon with its own dedicated musical. 

Besides reading documents about your subject, research can help you understand the world that your subject lived in. 

Try to understand their time and social environment

Many biographies show how their protagonists have had a profound impact on society through their philosophical, artistic, or scientific contributions. But at the same time, it’s worth it as a biographer to make an effort to understand how their societal and historical context influenced their life’s path and work.

An interesting example is Stephen Greenblatt’s Will in the World . Finding himself limited by a lack of verified detail surrounding William Shakespeare's personal life, Greenblatt, instead, employs literary interpretation and imaginative reenactments to transport readers back to the Elizabethan era. The result is a vivid (though speculative) depiction of the playwright's life, enriching our understanding of his world.

Many readers enjoy biographies that transport them to a time and place, so exploring a historical period through the lens of a character can be entertaining in its own right. The Diary of Samuel Pepys became a classic not because people were enthralled by his life as an administrator, but rather from his meticulous and vivid documentation of everyday existence during the Restoration period.

Once you’ve gotten your hands on as many secondary sources as you can find, you’ll want to go hunting for stories first-hand from people who are (or were) close to your subject.

With all the material you’ve been through, by now you should already have a pretty good picture of your protagonist. But you’ll surely have some curiosities and missing dots in their character arc to figure out, which you can only get by interviewing primary sources.

Interview friends and associates

This part is more relevant if your subject is contemporary, and you can actually meet up or call with relatives, friends, colleagues, business partners, neighbors, or any other person related to them. 

In writing the popular biography of Steve Jobs, Walter Isaacson interviewed more than one hundred people, including Jobs’s family, colleagues, former college mates, business rivals, and the man himself.

🔍 Read other biographies to get a sense of what makes a great one. Check out our list of the 30 best biographies of all time , or take our 30-second quiz below for tips on which one you should read next. 

Which biography should you read next?

Discover the perfect biography for you. Takes 30 seconds!

When you conduct your interviews, make sure to record them with high quality audio you can revisit later. Then use tools like Otter.ai or Descript to transcribe them 一 it’ll save you countless hours. 

You can approach the interview with a specific set of questions, or follow your curiosity blindly, trying to uncover revealing stories and anecdotes about your subject. Whatever your method, author and biography editor Tom Bromley suggests that every interviewer arrives prepared, "Show that you’ve done your work. This will help to put the interviewee at ease, and get their best answers.” 

Bromley also places emphasis on the order in which you conduct interviews. “You may want to interview different members of the family or friends first, to get their perspective on something, and then go directly to the main interviewee. You'll be able to use that knowledge to ask sharper, more specific questions.” 

Finally, consider how much time you have with each interviewee. If you only have a 30-minute phone call with an important person, make it count by asking directly the most pressing questions you have. And, if you find a reliable source who is also particularly willing to help, conduct several interviews and ask them, if appropriate, to write a foreword as part of the book’s front matter .

Sometimes an important part of the process is packing your bags, getting on a plane, and personally visiting significant places in your character’s journey.

Visit significant places in their life

A place, whether that’s a city, a rural house, or a bodhi tree, can carry a particular energy that you can only truly experience by being there. In putting the pieces together about someone’s life, it may be useful to go visit where they grew up, or where other significant events of their lives happened. It will be easier to imagine what they experienced, and better tell their story. 

In researching The Lost City of Z , author David Grann embarked on a trek through the Amazon, retracing the steps of British explorer Percy Fawcett. This led Grann to develop new theories about the circumstances surrounding the explorer's disappearance.

Hopefully, you won’t have to deal with jaguars and anacondas to better understand your subject’s environment, but try to walk into their shoes as much as possible. 

Once you’ve researched your character enough, it’s time to put together all the puzzle pieces you collected so far. 

Take the bulk of notes, media, and other documents you’ve collected, and start to give them some order and structure. A simple way to do this is by creating a timeline. 

Create a chronological timeline

It helps to organize your notes chronologically 一 from childhood to the senior years, line up the most significant events of your subject’s life, including dates, places, names and other relevant bits. 

You should be able to divide their life into distinct periods, each with their unique events and significance. Based on that, you can start drafting an outline of the narrative you want to create.  

Draft a story outline 

Since a biography entails writing about a person’s entire life, it will have a beginning, a middle, and an end. You can pick where you want to end the story, depending on how consequential the last years of your subject were. But the nature of the work will give you a starting character arc to work with. 

To outline the story then, you could turn to the popular Three-Act Structure , which divides the narrative in three main parts. In a nutshell, you’ll want to make sure to have the following:

• Act 1. Setup : Introduce the protagonist's background and the turning points that set them on a path to achieve a goal. 
• Act 2. Confrontation : Describe the challenges they encounter, both internal and external, and how they rise to them. Then..
• Act 3. Resolution : Reach a climactic point in their story in which they succeed (or fail), showing how they (and the world around them) have changed as a result. 

Only one question remains before you begin writing: what will be the main focus of your biography?

Think about why you’re so drawn to your subject to dedicate years of your life to recounting their own. What aspect of their life do you want to highlight? Is it their evil nature, artistic genius, or visionary mindset? And what evidence have you got to back that up? Find a central thesis or focus to weave as the main thread throughout your narrative. 

Or find a unique angle

If you don’t have a particular theme to explore, finding a distinct angle on your subject’s story can also help you distinguish your work from other biographies or existing works on the same subject.

Plenty of biographies have been published about The Beatles 一 many of which have different focuses and approaches: 

• Philip Norman's Shout is sometimes regarded as leaning more towards a pro-Lennon and anti-McCartney stance, offering insights into the band's inner dynamics. 
• Ian McDonald's Revolution in the Head closely examines their music track by track, shifting the focus back to McCartney as a primary creative force. 
• Craig Brown's One Two Three Four aims to capture their story through anecdotes, fan letters, diary entries, and interviews. 
• Mark Lewisohn's monumental three-volume biography, Tune In , stands as a testament to over a decade of meticulous research, chronicling every intricate detail of the Beatles' journey.

Finally, consider that biographies are often more than recounting the life of a person. Similar to how Dickens’ Great Expectations is not solely about a boy named Pip (but an examination and critique of Britain’s fickle, unforgiving class system), a biography should strive to illuminate a broader truth — be it social, political, or human — beyond the immediate subject of the book. 

Once you’ve identified your main focus or angle, it’s time to write a great story. 

While biographies are often highly informative, they do not have to be dry and purely expository in nature . You can play with storytelling elements to make it an engaging read. 

You could do that by thoroughly detailing the setting of the story , depicting the people involved in the story as fully-fledged characters , or using rising action and building to a climax when describing a particularly significant milestone of the subject’s life. 

One common way to make a biography interesting to read is starting on a strong foot…

Hook the reader from the start

Just because you're honoring your character's whole life doesn't mean you have to begin when they said their first word. Starting from the middle or end of their life can be more captivating as it introduces conflicts and stakes that shaped their journey.

When he wrote about Christopher McCandless in Into the Wild , author Jon Krakauer didn’t open his subject’s childhood and abusive family environment. Instead, the book begins with McCandless hitchhiking his way into the wilderness, and subsequently being discovered dead in an abandoned bus. By starting in medias res , Krakauer hooks the reader’s interest, before tracing back the causes and motivations that led McCandless to die alone in that bus in the first place.

You can bend the timeline to improve the reader’s reading experience throughout the rest of the story too…

Play with flashback 

While biographies tend to follow a chronological narrative, you can use flashbacks to tell brief stories or anecdotes when appropriate. For example, if you were telling the story of footballer Lionel Messi, before the climax of winning the World Cup with Argentina, you could recall when he was just 13 years old, giving an interview to a local newspaper, expressing his lifelong dream of playing for the national team. 

Used sparsely and intentionally, flashbacks can add more context to the story and keep the narrative interesting. Just like including dialogue does…

Reimagine conversations

Recreating conversations that your subject had with people around them is another effective way to color the story. Dialogue helps the reader imagine the story like a movie, providing a deeper sensory experience. 

One thing is trying to articulate the root of Steve Jobs’ obsession with product design, another would be to quote his father , teaching him how to build a fence when he was young: “You've got to make the back of the fence just as good looking as the front of the fence. Even though nobody will see it, you will know. And that will show that you're dedicated to making something perfect.”

Unlike memoirs and autobiographies, in which the author tells the story from their personal viewpoint and enjoys greater freedom to recall conversations, biographies require a commitment to facts. So, when recreating dialogue, try to quote directly from reliable sources like personal diaries, emails, and text messages. You could also use your interview scripts as an alternative to dialogue. As Tom Bromley suggests, “If you talk with a good amount of people, you can try to tell the story from their perspective, interweaving different segments and quoting the interviewees directly.”

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These are just some of the story elements you can use to make your biography more compelling. Once you’ve finished your manuscript, it’s a good idea to ask for feedback. 

If you’re going to self-publish your biography, you’ll have to polish it to professional standards. After leaving your work to rest for a while, look at it with fresh eyes and self-edit your manuscript eliminating passive voice, filler words, and redundant adverbs. 

Then, have a professional editor give you a general assessment. They’ll look at the structure and shape of your manuscript and tell you which parts need to be expanded on or cut. As someone who edited and commissioned several biographies, Tom Bromley points out that a professional “will look at the sources used and assess whether they back up the points made, or if more are needed. They would also look for context, and whether or not more background information is needed for the reader to understand the story fully. And they might check your facts, too.”  

In addition to structural editing, you may want to have someone copy-edit and proofread your work.

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Importantly, make sure to include a bibliography with a list of all the interviews, documents, and sources used in the writing process. You’ll have to compile it according to a manual of style, but you can easily create one by using tools like EasyBib . Once the text is nicely polished and typeset in your writing software , you can prepare for the publication process.  

In conclusion, by mixing storytelling elements with diligent research, you’ll be able to breathe life into a powerful biography that immerses readers in another individual’s life experience. Whether that’ll spark inspiration or controversy, remember you could have an important role in shaping their legacy 一 and that’s something not to take lightly. 

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Do You Know These Films Based on Great Biographies?

By J. D. Biersdorfer April 22, 2024

• Share full article

Welcome to Great Adaptations, the Book Review’s regular multiple-choice quiz about literature that has gone on to find new life in the form of movies, television shows, theatrical productions and other formats. This week’s quiz highlights films that were adapted from the biographies or autobiographies of their notable subjects.

Just tap or click your answers to the five questions below. And scroll down after you finish the last question for links to the books and their screen adaptations.

“Oppenheimer,” a film about the man who was instrumental in developing the first nuclear weapons for the United States, won seven Academy Awards earlier this year. The film’s screenplay was adapted from a 2005 biography by Kai Bird and Martin J. Sherwin. What was the main title of the book?

“American Prometheus”

“Burning the Sky”

“A Wing and a Prayer”

The 1972 film “Lady Sings the Blues” was loosely based on which singer’s 1956 autobiography?

Ella Fitzgerald

Bessie Smith

Billie Holiday

Mildred Bailey

“Alan Turing: The Enigma” is Andrew Hodges’ 1983 biography of the gay British mathematician who helped the Allies decipher encrypted Nazi messages during World War II, but was later punished for his sexuality. What was the name of the 2014 film based on the book?

“The Turing Test”

“The Code Breaker”

“The Imitation Game”

“Julie & Julia” is a 2009 film about the chef Julia Child and the blogger Julie Powell, who tried to make all the recipes from one of Child’s cookbooks years later. The screenplay was based on two different books, Powell’s 2005 memoir about the project (and source of the movie’s name) and Julia Child’s posthumously published 2006 autobiography. What was that book’s title?

“Blood, Bones and Butter”

“My Life in France”

“Kitchen Confidential”

“A Year in Provence”

After reading Louis Fischer’s 1950 biography of this global figure, the film director Richard Attenborough spent years trying to make a film about that person’s life. The picture was finally released in 1982 and won eight Academy Awards. Who was the subject of the movie?

Harriet Tubman

J. Edgar Hoover

Mahatma Gandhi

Frida Kahlo

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How did fan culture take over? And why is it so scary? Justin Taylor’s novel “Reboot” examines the convergence of entertainment , online arcana and conspiracy theory.

Jamaica Kincaid and Kara Walker unearth botany’s buried history  to figure out how our gardens grow.

A new photo book reorients dusty notions of a classic American pastime with  a stunning visual celebration of black rodeo.

Two hundred years after his death, this Romantic poet is still worth reading . Here’s what made Lord Byron so great.

Harvard’s recent decision to remove the binding of a notorious volume  in its library has thrown fresh light on a shadowy corner of the rare book world.

Bus stations. Traffic stops. Beaches. There’s no telling where you’ll find the next story based in Accra, Ghana’s capital . Peace Adzo Medie shares some of her favorites.

Each week, top authors and critics join the Book Review’s podcast to talk about the latest news in the literary world. Listen here .