Memories Matter: A Descriptive Memoir Project

(Adapted from NCTE)

Memoir writing is a compilation of snapshot memories, like those Elie Wiesel shares
with his readers. There are different types of memories within memoir writing. Each
memoir is rich in detail and description.
Writing a memoir differs from writing an autobiography, in which where you start
with the day you were born and tell everything that has happened since then. It also
differs from a biography in that the person telling the story of the event is the person
who actually experienced it, rather than someone observing the action.
An important part of memoir writing is the authors stated or implied message
about why a memory is important enough to share. In other words, an effective memoir
answers the question, What difference does it make? We will be writing our own
memoirs. The memory you choose must be important enough to be shared and have
meaning in your life. This is a memory you would want to pass down and never forget.
You will write about one (or more) of the memoir subjects listed below in
descriptive mode: action verbs in the present tense, sensory detail, and figurative
language. You will bring the memory to life by writing about it in real time, as if you are
in the moment. In addition, the style of each memoir should attempt to mirror that of
Wiesel.
Possible categories

you)

Name stories (How you got your name, why your name is significant.)
Stories about where you grew up
Love stories (first love, true love, end of a love, etc.)
Pain stories (someone who hurt you, argument with best friend/family, etc.)
First day of school stories
Rites of passage/realizing you are growing up stories
Weather stories (tornadoes, hurricanes, thunderstorms, etc.)
Holiday stories (traditions, memorable holidays)
Physical hurt stories (broken bones, stitches, surgeries, bee stings, etc.)
First-time-I... stories
Funny family stories
Important people stories (events that show the influence someone had on

We will discuss where you should get information for your memoirin addition to your
own memory, of course.

Memories Matter Memoir Directions

Within this writing assignment, you will have met the following standards:
CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.W.11-12.3a Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.
CCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.11-12.3c Use a variety of techniques to sequence events so that they build on
one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of
mystery, suspense, growth, or resolution).
CCSS.ELA-Literacy.W.11-12.3d Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-Literacy.W.11-12.3e Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.

Your memoir should include:

A detailed memory with meaning that you are able to explain
Dialogue, storytelling, and descriptive passages
Varied word choices and vocabulary words
A conclusion that reflects on the memory and explains the meaning of the
memory.
MLA Formatted (12-pt font, double-spaced)
250-500 Words
Memoir Writing Daily Schedule
Brainstorming Day: Wednesday, 10/21
Computer Lab Days for Draft: Tuesday 10/27, Wednesday 10/28, & Thursday 10/29
Writing Workshop with Draft DUE: Thursday, 10/29
Computer Lab Day for Final Draft: Wednesday, 11/4
The FINAL DRAFT is due on:

Thursday, 11/5

*Use the attached rubric to guide your planning of this essay.

Outline

Here is a general guideline for how to organize a memoir.

First Paragraph A descriptive paragraph that sets the scene or memory is how you
should begin your paper. Describe what you see, hear, smell, taste, and feel in the
memory (engage the 5 senses), just like in the Christmas tree example from class. Aim
for 5 sentences here. This is a great place to use your vocabulary words!
Second Fourth Paragraphs Engage the reader by using dialogue to construct the main
pieces of the memory. Describe the event, why it is happening, what you were talking
about within the memory, and how you were feeling during the memory.
Last Paragraph Within the last paragraph you should get to the heart of your memoir:
the lesson. Answer these questions within your last paragraph:
Why did you share this memory?
What do you hope people learn from reading your memoir?
How did the experience change you/make you become who you are today?
The very end of your essay will be your Never Shall I Forget poem.

Narrative Text-Based Writing Rubric

Grades 11-12
Trait

Score 4

Score 3

Score 2

Score 1

Reading/

The writing

The writing

The writing

The writing

Research

makes effective use of

available resources

makes adequate use

of available resources

makes limited use of

available resources

makes inadequate use

of available resources

effectively uses relevant

and sufficient text
support from the
resources with accuracy

uses relevant and

sufficient text support
from the resources with
accuracy

inconsistently uses
relevant and sufficient
text support from the
resources with
accuracy

fails to use relevant and

sufficient text support
from the resources with
accuracy

effectively uses credible

sources

uses credible sources

Development

attempts to cite credible

sources

The writing

The writing

The writing

The writing

skillfully develops real or

imagined experiences or
events using well-chosen
details

develops real or
imagined experiences
or events using wellchosen details

develops real or
imagined experiences
or events using
insufficient details

develops real or
imagined experiences or
events using little or no
detail

skillfully uses narrative

techniques

uses narrative
techniques (such as
dialogue, pacing,
description, reflection,
and multiple plot lines)
to develop
experiences, events,
and/or characters

inconsistently uses
narrative techniques
(such as dialogue,
pacing, description,
reflection, and multiple
plot lines) to develop
experiences, events,
and/or characters

uses few, if any,

narrative techniques
(such as dialogue,
pacing, description,
reflection, and multiple
plot lines) to develop
experiences, events,
and/or characters

uses precise words

and phrases, concrete
details, and sensory
language to convey a
vivid picture of the
experiences, events,
setting, and/or
characters

inconsistently uses
precise words and
phrases, concrete
details, and sensory
language to convey a
vivid picture of the
experiences, events,
setting, and/or
characters

uses few, if any, precise

words and phrases,
concrete details, and
sensory language to
convey a vivid picture of
the experiences, events,
setting, and/or
characters

The writing

The writing

The writing

The writing

skillfully engages and

orients the reader by
setting out a situation, or
observation and its
significance, establishing
one or multiple point(s)
of view, and, when
appropriate, introducing
a narrator and/or
characters

engages and orients

the reader by setting
out a situation or
observation and its
significance,
establishing one or
multiple point(s) of
view, and, when
appropriate,
introducing a narrator
and/or characters

inconsistently
engages and orients
the reader by
ineffectively setting
out a situation or
observation and its
significance,
establishing one or
multiple point(s) of
view, and, when
appropriate,
introducing a narrator
and/or characters

fails to engage and

orient the reader by
ineffectively setting out a
situation or observation
and its significance,
establishing one or
multiple point(s) of view,
and, when appropriate,
introducing a narrator
and/or characters

(such as dialogue,
pacing, description,
reflection, and multiple
plot lines) to develop
experiences, events,
and/or characters
skillfully uses precise
words and phrases,
concrete details, and
sensory language to
convey a vivid picture of
the experiences, events,
setting, and/or
characters
Organization

inconsistently uses
credible sources

skillfully uses a variety

of techniques to
sequence events so that
they build on one
another to create a
coherent whole and build
toward a particular tone

uses a variety of
techniques to
sequence events so
that they build on one
another to create a
coherent whole and

inconsistently uses a
variety of techniques
to sequence events so
that they build on one

fails to sequence events

so that they build on one
another to create a
coherent whole and build
toward a particular tone
and outcome (e.g., a
sense of mystery,

and outcome (e.g., a

sense of mystery,
suspense, growth, or
resolution)

build toward a
particular tone and
outcome (e.g., a sense
of mystery, suspense,
growth, or resolution)

skillfully creates a
smooth progression of
experiences or events

creates a smooth
progression of
experiences or events

another to create a
coherent whole and
build toward a
particular tone and
outcome (e.g., a sense
of mystery, suspense,
growth, or resolution)

suspense, growth, or
resolution)
may lack a clear
progression of
experiences or events
may lack a conclusion
that follows from and
reflects on what is
experienced, observed,
or resolved over the
course of the narrative

skillfully provides a
conclusion that follows
from and reflects on
what is experienced,
observed, or resolved
over the course of the
narrative

provides a conclusion
that follows from and
reflects on what is
experienced, observed,
or resolved over the
course of the narrative

has a progression of
experiences or events
that may lack cohesion
provides a conclusion
that ineffectively
follows and reflects on
what is experienced,
observed, or resolved
over the course of the
narrative

Language/

The writing

The writing

The writing

The writing

Conventions

demonstrates an
exemplary command of
standard English
conventions

demonstrates a
command of standard
English conventions;
errors do not interfere
with understanding

demonstrates a
limited and/or
inconsistent command
of standard English
conventions; errors
may interfere with
understanding

demonstrates a weak
command of standard
English conventions;
errors interfere with
understanding

skillfully employs
language and tone
appropriate to audience
and purpose

employs language and

tone appropriate to
audience and purpose

has sentences that are

skillfully constructed with
appropriate variety in
length and structure

has sentences that are

generally complete
with sufficient variety
in length and structure

follows standard format

for citation with few
errors

follows standard
format for citation with
few errors

inconsistently
employs language and
tone appropriate to
audience and purpose
has some sentence
formation errors and/or
a lack of sentence
variety
follows standard
format for citation with
several errors

Adapted from Smarter Balance Core Rubrics

employs language and

tone that are
inappropriate to
audience and purpose
has frequent and severe
sentence formation
errors and/or a lack of
sentence variety
follows standard format
for citation with
significant errors