ENG 106-I Spring 2020
Writer’s Autobiography Prompt
Evaluation Breakdown: 10% of final grade
Format: All work is to be uploaded as a Word document. Your document should be double-spaced, have one-inch margins on all sides, and be done in a 12-point font.
Audience: Your audience for this paper will be the members of this class. This paper should be in the first person and can be less formal than the remaining essays.
The focus of this assignment is your development as a writer—in both your native and second or foreign language(s). Consider your entire life, including pre-school years, and do not limit yourself to school experiences. Some areas of your experience you might want to consider include: people who have influenced your writing, your memories of successes and failures in writing, your feelings about writing (whether it is easy or difficult for you and why), and your strengths and weaknesses in writing. You do not need to write about all of or only these areas nor follow this order in your paper. The purpose of thinking about these topics is to help you recover and arrange relevant memories. Please note that although the assignment asks you to focus on your writing history, you might have to include certain experiences that do not explicitly relate to writing but provide a context for those experiences.
Memoirs are usually not argumentative and do not require a thesis/argument or research (although you may structure your autobiography around an argument if you wish). Memoirs are often structured around an encounter with an obstacle or complication and the lessons learned from that confrontation/encounter. Including details is vital.
In your Writer’s Autobiography, which should run about 800-1000 words, you will need
· A title
· An introduction that contextualizes your narrative
· A body which details your experience as a writer—you may want to do this in chronological order, and
· A conclusion which brings a sense of closure to your account
Suggestion for Drafting Your Autobiography
· Give yourself at least two to three uninterrupted hours to develop your draft
· Start by making some notes regarding what you would like to include in your narrative
· Consider writing the body of your paper first and then developing your introduction and conclusion
· Give your draft a title after you have completed it
Academic Integrity and Plagiarism: Academic integrity is one of the highest values that Purdue University holds. Individuals are encouraged to alert university officials to potential breeches of this value by either emailing firstname.lastname@example.org or by calling 765-494-8778. While information may be submitted anonymously, the more information that is submitted provides the greatest opportunity for the university to investigate the concern.
When writers use material from other sources, they must acknowledge this source. Not doing so is called plagiarism, which means using without credit the ideas or expression of another. You are therefore cautioned (1) against using, word for word, without acknowledgment, phrases, sentences, paragraphs, etc. from the printed or manuscript material of others; (2) against using with only slight changes the materials of another; (3) against using the general plan, the main headings, or a rewritten form of someone else’s material. These cautions apply to the work of other students as well as to the published work of professional writers. Penalties for plagiarism vary from failure of the plagiarized assignment to expulsion from the university, and may include failure for the course and notification of the Dean of Students’ Office.
You should become familiar with the following websites related to Purdue’s rules and regulations. Purdue University’s Student Conduct Code at www.purdue.edu/studentregulations/student_conduct/index.html
Purdue University’s student regulations at www.purdue.edu/studentregulations/student_conduct/regulations.html The section on plagiarism is under Student Conduct, B, 2, a.
If you still have questions about what is and is not plagiarism, do not hesitate to ask me in class, in my office, during conferences, or via e-mail.
Purdue Honor Pledge: “As a Boilermaker pursuing academic excellence, I pledge to be honest and true in all that I do. Accountable together—we are Purdue.”
If you have questions about fair use or documentation, please do not hesitate to consult me.
Grading Rubric for Writer’s Autobiography
· Content 40
· Organization 30
· Vocabulary 10
· Grammar 10
· Conventions 10
· Content: quantity, quality and interest of the material (relevance, creativity, appropriateness, originality, etc.)
· Organization: paragraph development, introduction and conclusion, development within the body of the essay, etc.
· Vocabulary: quality, accuracy, and range of word choices
· Grammar: correctness of the grammar (sentence level: verb tense, subject verb agreement, etc.)
· Conventions: punctuation, overall look, delivery, and professionalism of the paper (layout, fonts, etc.)
A – Essay meets and exceeds expectations: demonstrates reflection and analysis throughout its content; offers significance and contains key people and events; logical progression of paragraphs tells a good story, so that the literacy narrative is coherent, clear and easy to follow; provides both sharpness of detail and thoughtfulness with an awareness of the rhetorical situation. The essay is written in the correct format, is proofread and relatively free of errors, and meets the word requirement.
B – Essay meets nearly all expectations: demonstrates reflection and analysis throughout its content; offers significance and contains key people and events; logical progression of paragraphs tells a good story, so that the literacy narrative is coherent, clear and easy to follow; provides both sharpness of detail and thoughtfulness with an awareness of the rhetorical situation; but the story could use more detail, and may not logically flow (coherence between events is not clear), or the significance may not be clear to the audience. The essay is written in the correct format, is proofread with limited errors or typos, and meets the word requirement.
C – Essay meets a majority of expectations: shows some degree of reflection and analysis and offers a moment of significance, but ultimately may not fully describe the story in vivid detail. The literacy narrative may provide more summary than detail, may lack key people or events or lack significance (the ‘so what?’). The literacy narrative may not adequately address genre conventions; demonstrates some organizational concerns that negatively influence its flow and accessibility. The essay is written in the correct format, but may have a considerable number of typos, suggesting a failure to proofread, but meets the word requirement.
D – Essay barely meets expectations: fails to establish a good story with logical flow; it may summarize or provide events without a clear connection and does not provide sufficient detail; may not have clear significance, or it is not clear to the audience. The literacy narrative may not meet the following criteria: genre conventions, vivid details and a key person, or key moments; demonstrates some organizational concerns that negatively influence its flow and accessibility; has a large number of typos, errors, and/or incoherent sentences that impact clarity and suggest a failure to proofread; does not meet the word requirement.
F – Essay does not meet expectations: does not present reflection and analysis OR does not demonstrate a basic understanding of how to relate a story with a significant moment.
* Grades additionally include plus or minus scores (ex: A-, B+, et cetera demonstrating degree to which students met or did not meet expectations/requirements described in each respective grading bracket).
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