How To Write An AutoBioGraphy [2021] - SwisterNews

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May 26, 2021

How To Write An AutoBioGraphy [2021]

Quick scans of bestseller lists quickly reveal that we are intoxicated with the lives of others.

Books of actors, politicians and sports stars regularly top the charts because we try to look at the lives of famous people.

Although most of these books are written after careful research (biographies) by professional writers, autobiographies (autobiographies) are written by the individual himself - often with the 'help' of a ghost writer.

An autobiography is a subset of a biography and, to be precise, a self-written autobiography.

Autobiographies are sometimes confused with memories and it is not surprising because they both have so many features. For example, both are written in the first person and contain a biography of the subject.

However, there are some obvious differences between the two.

For example, a memoir usually explores a specific period in a person’s life, while an autobiography records a person from the first years of his or her life to the time he or she writes.

Biographies are not just the edge of celebrities within us, every single one of our lives is a story. Whether or not this is a good story depends largely on this article.

What are the main features of the autobiography?

Once students have a good understanding of what autobiography is, we need to make sure they are familiar with the main features of the genre before they start writing.

Let us consider some of the main technical aspects of the autobiography:

The purpose of an autobiography is to record a person's life so far.

Period: Mostly written in the past tense, but usually ends in the present tense and sometimes becomes too late for the future tense.

Structure:

Usually written over time

Uses connectors before, after, after, and so on.

Real uses the names of real people and events

Time is specific about time, date, location, etc.

Members contain personal memories and specific details and descriptions

It shows how the author is impressed by the positive and negative experiences

The author gives information about thoughts, feelings and hopes

Relevant may include some related photos

Usually a commentary on life, a reflection on important big events and ends with hopes and plans for the future.

When teaching these specific features, you may want to compile a checklist to help students write their autobiography.

Practical activity:

A great way to help your students assemble key features of the genre is to encourage them to read a lot of biographies. Instruct students to learn about the various traits discussed above and identify them in the autobiography as they read.

If you have compiled a checklist together, you can examine the features that students encounter while studying.

After they read, students should consider what features are well done in the book and whether they are not available or have room for development.

Tips for writing a great autobiography

As we know, the writing style is more than just removing key features from the checklist.

Requires good writing time and practice, as well as familiarity with style features. Each writing style demands differently on our skills as a writer and the autobiography is no different.

Below, we will look at a step-by-step process on how students can best do the work of writing their autobiography, as well as give some useful hints and tips to improve things.

Let's get started!

 How to Get Started with Autobiography Writing Tips:

Tip # 1: Confuse your autobiography

The structure of the autobiography is somewhat clear; It begins the life of the subject at the beginning, does his work in the middle and ends with this day.

However, there is so much in life. Some of it is appealing from a reader’s perspective and some is not. Students must choose which events, stories and events to include and which to exclude.

Before they can seriously begin this selection process, they must eliminate the possibilities on the page through the confusing process. Students should write sketches of any thoughts and memories appropriate to the page.

They do not need to write trivial memoirs, but they certainly do not cut, they do not raise the bar so high as to provoke the author's block.

They can eliminate less interesting episodes when making a final choice in the writing process. The main thing at this stage is the generation and accumulation of ideas.

Tip # 2: Explain your autobiography

Once students have selected the most compelling episodes from their disturbing session, they should manage them as an outline.

A good way to do this is to present them in a regular chronological order. Watching the episode in this way helps the students to create an narrative that leads from student childhood to the present day.

Students should note that autobiography is not related to a series of life events over time. He must identify the themes that bind the events in his autobiography.

Themes are the threads we weave between the cause and effect of events to give shape and meaning to life. They touch on the motivation behind the work done by the author and promote individual development.

Some of the things that can be found in the outline of an autobiography are:

Overcoming negativity

Life adjusts to the new life

Dealing with loss

The importance of friendship

The futility of revenge

The liberating power of forgiveness.

These themes are big ideas of a person’s life story. They represent how events shape the person who is now writing their story. Students need some time and space for some reflection to gain these insights.

For this reason, the autobiography works just as well as a project that has been launched over such a long period of weeks.

Tip # 3: Do background research on your autobiography

While no one knows more about the subject of autobiography than the author, research is an important part of the writing process for autobiographies.

Using the framework they have created, students will need to clarify some details of important events by talking to others, especially when they are writing about their initial experiences.

A very clear resource for parents and other family members who have knowledge of childhood happiness and their childhood.

However, friends and former teachers also make excellent sources of information. They allow the student to get a different approach to remembering something to help create a more rounded view of past events.

For older and more modern students, they may want to do some research on historical and cultural events in the wider community during the time they are writing. It helps to give depth and sharpness to their writing as they move up and down the ladder from individual to universal and again to abstraction.

When students try to draw parallels between their personal experiences and the world around them, they help to bridge the gap between author and reader, forming a more intimate relationship between the reader’s experience.

Tip # 4: Find your voice

Students should make it clear that an autobiography is not just a personal history written objectively and subjectively.

For his autobiography to work, he must inject himself into his writing. Readers of the autobiography are particularly interested in learning about the author's inner workings.

However, there is a risk. Since autobiographies are so close to their subjects, they must be careful not to denigrate their writing in sentimental vomit. To deal with this threat, the student writer needs to find a little perspective on their experiences and following the previous tip regarding research can be very helpful here.

Another difficult obstacle for a student may be the difficulty they face in finding their voice in their writing. It's not that easy. This takes time and requires a lot of writing practice.

However, there are some simple, helpful strategies that students can use to help them find their authentic voice quickly in their writing.

1. Write to a close friend or family member

All works are written for reading - except magazines and diaries. The problem is that if the student is very conscious of the reader, they are playing with the audience and avoiding what they are trying to convey. Showboating replaces honesty which is an important part of good writing.

One useful trick that can help students overcome this obstacle is to ask them to imagine that they are writing their autobiography to a close friend or family member. Someone who is comfortable in their skin when around. Students should write as if writing to those to whom they can tell their deepest secrets. It gives his writing an honest and intimate tone that is very appealing to the reader.

2. Read the writing aloud

It is no coincidence that we talk about the author's 'voice'. We identify the true voice of the people by its many characteristics, its time, tone, speed, pronunciation, word choice, and so on. The writing in this regard is very similar.

A great way to help students find out if their writing captures their authentic voice is to read it aloud or read aloud a recording of their work.

Even if we do not write exactly when we speak - we have more time to prepare what we say - we can determine whether the writing feels like us, or whether it has full effect.

When the student hears their words, encourage them to ask the following questions:

Does it make sense to me?

Do the words sound natural to my voice?

Do I believe in related events and how they relate?

Finding your true voice in your writing can help students mobilize their writing with the honesty and personality that readers like.

Tip # 5: Create, rebuild and improve your autobiography

In the first draft, by major events, the brush strokes are larger and wider. The main tone of the tune is sometimes too decorative and sometimes inadequate. That is why rewriting is an important part of the writing process.

Students need to understand that re-formatting, editing and proof-reading are essential for each piece of writing to be the best. There is not a single masterpiece in the world in a single draft.

For many, tightening a piece causes the dead words to be mercilessly cut off. But, for some, the rewriting and refining process needs to add more detail and detail.

For the most part, however, it is slightly from column A and slightly from column B.

When they are able to identify structural, grammatical, punctuation, and spelling errors, it can be very difficult for students to gain the necessary perspective on their work. In these cases, it is best to nominate a friend or family member for the role of editor or reviewer.

One effective way to do this in the classroom is to organize students into pairs of friends who modify each other's work.

These can be continued through the 'swap edit' proof reading step and the final, polished part.

The ultimate idea

Using the 5 tips mentioned above will go a long way in ensuring a well-written and engaging autobiography.

While autobiography is a non-fiction style, it is clear that it is very similar to other fictional processes, with a preference for fiction. Therefore, when teaching autobiography, students must learn to recognize the important role that storytelling plays in this generation.

Like all good stories, it has some important elements, such as a sort of plot, a set of characters and a search for some central themes. For this reason, teaching autobiography works very well after students have completed a unit on fiction writing.

Having said all that, when done, the best way to make sure a student is worth reading their autobiography is to make sure they can find the story in their life.

After all, we are engaged with the lives of others.

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