ohp_booklet by lanyuehua


									Oral History

  Name   ________________________________

                      Why an Oral History Project?
      Take issues you are studying in history and other classes and relate them to the
       life of a person who is (hopefully) important to you

      Refine and practice advanced interviewing techniques

      Write in a variety of narrative forms, using the writing process

      Prepare and perform an interpretive reading

      Create a final project as a gift for the person interviewed

                                          100 points

                                          500 points
                            Memory &                     Final
                           Interpretive                 Project
                                                       150 points
                            100 points

“The Oral History Project allowed me to learn many new and exciting things about my
grandmother and her childhood. I’m glad I had the chance to learn these things about

“After finishing the Oral History Project, my grandpa’s stories and dreams sparked my
interest in pursuing my own [dreams]. Money is no longer my drive or my reason for
living. The dream I have now consists of helping more people realize their dreams.”

                                   OHP at a Glance
    1. Interview an older adult and write about his or her life. Pick a person 65 or
       older. If the interviewee is your own grandparent and younger, that is
       acceptable. Other exceptions must be approved by your teacher.

    2. If possible, interview someone who is significant in your life (grandparent, aunt,
       uncle, family friend, etc.).

    3. It is usually easier to pick a person you can interview face to face, but interviews
       can be conducted over the phone, Skype, etc.

    4. The interview must be recorded (audio and/or video).

    5. The project will be introduced before Thanksgiving vacation. The holiday breaks
       are good times to schedule interviews.

    6. The majority of the writing for the project is done during the second semester
       and the project is finalized in the spring.

    7. The Oral History Project comprises a significant portion of the second semester

    8. Individual teachers set specific due dates for their own classes.

“I don't know who ever thought of the Oral History Project in the first place, but I wish I could
hug them in thanks. The woman I interviewed, my great-grandmother, was never a person I was
even remotely close to. She's generally known as a gruff, independent, feisty old woman that
doesn't usually give people the time of day if she doesn't feel like it. Basically, she speaks her
mind and doesn't like people hovering over her. So for most of my life, I haven't really spent
much time with her. The Oral History Project forced me to spend time with her and look past her
slightly rough manners, and I found an absolutely amazing woman underneath. Writing her story
brought me to tears numerous times, and she's become one of my personal heroes. Whenever I
go to my grandparent's house now, I can spend hours talking to her, learning from her, and
helping her out--something few people get the honor of doing. She seems to like me, and often
calls me to her back room to give her a hand or simply to talk. And the more time I spend with
her, the more I admire and love her. So thank you, Tahoma, for giving that to me.”

                           Formatting Guidelines
      All rough and final drafts must be typed and double-spaced, except Letter of

      MLA format not required since this is not an essay.

                               If You Are Absent
      You are still expected to adhere to due dates.

      If you miss a peer editing day, bring an edited rough draft to the next class (get
       help from a parent or other competent editor).

                                 Letter of Intent
                                    50 points


The purpose of this assignment is to tell your teacher who you plan to interview and
why. It will also provide practice for writing a business letter.


      Full block format (see example on next page)

      Contents (all required)
       o Full name of person who is the focus of the Oral History Project
       o Date and place of birth
       o Reason for selecting him/her

      Letter must be completely free of errors to earn credit on this assignment.
       Letters with mistakes will be returned for revision.

                                        Your name, address, and the date
                                        go in the upper left hand corner
Douglas Jacobson
26629 213th Place SE
Maple Valley, WA 98038                      Don’t forget the               Pay attention to capitalization rules, especially
                                            date here                      when you type your address & the date
December 1, 2004

              Four to seven spaces (enough to
              center the letter on the page)

Ms. Lara Lindersmith                    This is your teacher’s name
Tahoma High School
18200 SE 240th                                                                          Include the interviewee’s
                                                                                        full name and date and
Covington, WA 98042                                                                     place of birth.

                                                Double space
Dear Ms. Lindersmith:

For the Oral History Project I have decided to interview my grandfather, Dale Evert Asay.
He was born on August 5, 1930, in Lovell, Wyoming. He is a retired engineer, and is
currently residing in Kennewick, Washington.

I am interviewing my grandfather because of our similar values and interests. I am also
interested in learning what life was like for him, and hopefully becoming better
acquainted with his past and the struggles he experienced. My grandfather has a keen
mind and a great intellect. He remembers many events that impacted him and helped
make him the person he is. He is willing to share his opinions, but also willing to listen
to the opinions of others. All of the qualities that I have come to admire in him make
him an excellent candidate for this interview.

I am looking forward to interviewing my grandfather and growing closer to him through
this process. I thank you for the opportunity that is being provided to learn about the
history of my family and the history of our nation.
                                                                              This letter is written in full block format.
Sincerely,                                                                    That means that the letter is:
    Leave four spaces
                                                                                    Single spaced
    here. This space is for                                                         Left justified (no paragraph
    your signature.                                                                    indents)
                                                                                    Double spaced between each
Douglas K. Jacobson

                                    100 points

The purpose of the interview is to collect the information you will need to write the
interviewee’s story. It is also to give you practice preparing interview questions and
conducting an interview.


   1. Prepare detailed evocative sets and interview questions before the interview
      using the interview packet.

   2. Schedule the interview well in advance of the deadline at a time that is mutually
      agreed upon by you and the interviewee.

   3. The interview must be audio and/or videotaped for use while you are completing
      the project. Be sure your equipment is working before you go to the interview.
      Do a sound check when you get to the interview to make sure equipment is
      working and that you can hear both voices.

   4. Conduct the interview in a quiet location, away from noise and distractions such
      as cell phones, televisions, dishwashers, barking dogs, and small children.

   5. Interviews typically last about one and a half to three hours (1.5 hours

   6. During the interview:
         a. Listen intently and politely.
         b. Use appropriate body language and timing to keep the interviewee at
             ease and talking.
         c. Ask clarifying questions.
         d. Ask extension questions. Go beyond what’s written in the interview
         e. Ask interviewee to elaborate and add details.
         f. Avoid writing lengthy, distracting notes.

7. At the end of the interview:
       a. Ask interviewee to complete last page of interview packet.
       b. Ask interviewee what the best way is to reach him/her with additional
       c. Thank the interviewee.

8. After your interview:
       a. Complete the second to the last page of the interview packet (your
          reflection on how the interview went).
       b. Keep the last two pages of your interview packet and your recording in a
          safe place until the Interview Verification is due to your teacher (last 2
          pages of packet and recording).
       c. Follow up with a thank you note or phone call.

                                  Evocative Sets

Purpose of Using an Evocative Set:

An evocative set helps the interviewee access his or her memories.


“One of my most vivid memories from my childhood is when I broke my toe and I
couldn’t go trick-or-treating…. What is one of your vivid memories from your

Series of related questions: 5 W’s—who, what, when, where, why

1.   Who was present when this happened?
2.   What details do you remember (sight, smell, taste, touch, sound)?
3.   Where did this occur (time, day, year, age)?
4.   Where did this occur (setting)?
5.   Why were you there?
6.   Would you consider this a good or bad memory? Why?

Sample evocative sets with problems (and how you might fix them):

     1. I remember when my best friend and I…. Who was your best friend?
        PROBLEM: Focus is on a person, not on a story
        TRY: Tell me about one time when you and your best childhood friend got into
        trouble or danger together. “One” narrows down to one best-friend experience

     2. My life has been….. What was your life like?
        PROBLEM: Too general; will lead to rambling rather than specific stories
        TRY: Which event had the greatest impact on your decision to change jobs?
        “Greatest” focuses on one event

     3. I will always love recalling my 16th birthday…. Did you like birthday parties?
        PROBLEM: Yes or no question; no story here
        TRY: How did you celebrate your 10th birthday? “10th” evokes a specific story
        about a specific event

   4. Lots of people in high school play after-school sports…. What sports did you
      PROBLEM: Asks for facts rather than a story
      TRY: I would like to know more about your best game when you were playing
      baseball. “Best” evokes one special or memorable event.

Examples of good evocative sets:

   5. The most difficult experience of my life was…. I know your first day of boot
      camp must have been difficult. Can you describe that day to me?
      GOOD: “First” focuses on one specific day

   6. I remember when my youngest sister was born…. What do you remember of
      the birth of your first child?
      GOOD: “First” again!

                  Words Likely to Evoke Anecdotes

Best                           Initial                        One
First                          Last                           Only
Funniest                       Least                          Saddest
Greatest                       Most                           Scariest
Happiest                       Once                           Worst

                                        100 Points

The purpose of the timeline is to help you understand how world events impacted the
life of the interviewee.


   1. The timeline includes a minimum of twelve events from the life of the
      interviewee. You will want to include specific dates for events such as births and
      marriages. You may use approximate dates (month and year or range of years)
      for events such as graduations, new jobs, etc. Please see examples below.

              August 1, 1938—Second daughter, Martha Ann, born

              June 1950—Oldest daughter, Mary Francis, graduates from high school

              Fall 1975—Moves to Seattle and starts new job at Boeing

              1975-1983—Worked as a machinist at Boeing

   2. It also includes a minimum of twelve significant historical events that impacted
      the life of the interviewee. You are required to explain how each event
      impacted the interviewee. If the event did not impact the person, do not include
      it on the timeline. For some events you will want to use the specific day (like the
      day John F. Kennedy was assassinated), for others you may use the month, year
      or range of years (like for the Vietnam War). You may include specific quotes
      from your interview on your timeline, but they are not required. See examples.

              1920: Nineteenth Amendment gives women the right to vote—Hazel remembers when
              her mother first voted. Her mother exercised her right to vote for the rest of her life. “I
              think Woodrow Wilson was President. It made an impression really on my mother. She
              thought that was great! She exercised her vote ‘til she died. Women were really held
              back at that time. Women were just one, just one step above slaves, really. There was
              no work for women. They had nowhere to go, they had no job; they had no dream. They
              had a bunch of kids. They had to put up with it.”

   Vietnam War in 1960s--It affected Bob because he was in the war. He tells good and bad stories
   about his experience in Vietnam. It was a long war so the memories have stuck with him pretty

3. It is written in third person.

           Example: Write Hazel Bucklen, not my grandma

4. It is in chronological order.

5. It should be aesthetically pleasing.

6. It should be free of mechanical errors (spelling, punctuation, etc.).

7. If a phrase is not a complete sentence, a period is not required at the end

           Example: First child born

8. It should use consistent capitalization and punctuation. Usually you will start
   each phrase with a capital letter, even if it is not a complete sentence.

9. Use consistent marks (bullets, commas, dashes, bold, underlining, italics, etc.)
   and be consistent with spacing.

10. Uses consistent verb tense (all present tense or all past tense verbs).

11. Must be typed—both rough draft and final draft.

12. Spacing should make sense. Events from his/her life and his/her world should
    line up by decade (if not by specific year). Do not be afraid to add spaces so that
    things line up. You will most likely use more than one page. It is okay if there
    are some big blank spaces on one side or the other.

13. Use as many pages as needed. Keep final product in mind when creating
    timeline. For example, if your final product will be a scrapbook, your timeline
    should be on scrapbook pages.

14. See score sheet for details on how the timeline will be scored.

                                          Score Sheet
   Criteria               A                       B                        C               NO PASS
                        100-90                  89-80                    79-70             Revision
Events from Life   12 events from         11 events from         10 events from        Fewer than 10
                   his/her life           his/her life           his/her life          events from his/her

                   10 9                   8 7                    6                     5–0
  Events from      12 events from         11 events from         10 events from        Fewer than 10
     World         his/her world          his/her world          his/her world         events from his/her

                   10 9                   8 7                    6                     5–0
 Explanations      Clearly explains--in   Explains how           Explains how some     Historical events
                   detail--how            historical events      historical events     lack connection to
                   historical events      affected the life of   affected life of      life of interviewee
                   affected life of       the interviewee        interviewee

                   20 19 18               17 16                  15 14                 13 – 0
   Parallels       Clear visual           Parallels between      Attempt to show       Parallels unclear;
                   parallels between      historical events      visual parallels      events on separate
                   historical events      and interviewee's      between events        pages so no
                   and interviewee's      life                                         parallels can be
                   life                                                                seen

                   20 19 18               17 16                  15 14                 13 – 0
Appearance &       Attractive, visually   Attractive, visually   Tidy looking,         Messy, not legible,
   Effort          pleasing & unique;     pleasing;              readable;             and/or
                   demonstrates           demonstrates           demonstrates          handwritten;
                   exceptional effort     good effort            acceptable effort     demonstrates little
                                                                                       or no effort

                   20 19 18               17 16                  15 14                 13 – 0
 Conventions       Virtually error free   Few errors &           Some errors &         Several errors
                   & consistent           mostly consistent      some consistent       and/or inconsistent
                   capitalization and     capitalization and     capitalization and    use of bullets,
                   other marks            other marks            other marks           hyphens, dashes,
                   (bullets, hyphens,     (bullets, hyphens,     (bullets, hyphens,    colons, etc.
                   dashes, colons,        dashes, colons,        dashes, colons,
                   etc.)                  etc.)                  etc.)

                   20 19 18               17 16                  15 14                 13 – 0

                          Biography Overview
                              400 points

The Biography makes up the majority of writing that you will do for the Oral
History Project. The biography is…a person’s life story. The biography is
not…the story of your interview or your relationship with your interviewee
(although that may be a small part of the biography). This means you will
not include phrases such as “When asked about his childhood, Ron said…”
or “Ron told me that he had a perfect childhood.” Rather, you would
simply write the sentence, “Ron described his childhood as perfect.”

The biography is written in the third person with extensive extended
quotes (taken from your recording). It will consist of a description, six
anecdotes, and an explanation of the person’s dreams and values.

Since it will probably be one of the longest papers you have ever written
(usually about 8-15 pages), we will be working on it in parts. Type and save
each section so it will be easy to make corrections and generate a final
draft. After you work on each part of the Biography, you will bring it all
together into a cohesive story by adding transitions and filling in gaps in the
story with transitions. You may create section headings if you wish (like
chapter titles in a book), but avoid using the assignment title (description,
early life, etc.). The final draft should be one continuous paper.

In addition to earning up to 400 points for the final draft, you will earn
points for rough drafts and peer editing as you complete portions of the

                       Rough Draft Guidelines

To earn full credit on rough drafts, they must be:

    Typed and double spaced.

    Complete and in class at the beginning of the period. You may not
     print your paper in class at the beginning of the period—get to the
     library or computer lab before school, during break, or during lunch.

    Go through the entire editing process used in class.

If you are absent:

    You are still accountable for due dates.

    You are expected to write the rough draft and get it edited by a
     competent editor (family member or friend) and bring the edited
     draft to the next class.

                                  Extended Quotes

In your oral history project, you will be using several extended quotes for the biography. Some
items to keep in mind:

    1. You may edit what the person said in terms of length or the order in which they said it;
       however, do not try to correct his or her dialect or grammar. You want to capture the
       voice of the interviewee in your extended quotes, which may mean that you include
       grammatically incorrect sentences (most of us use some grammatically incorrect
       sentences when we speak).

    2. Watch out for run ons. When people are speaking, they don’t indicate the end of a
       sentence, but when you transcribe what a person says, you need to be sure you write in
       complete sentences most of the time (there will most likely be a few exceptions when
       the interviewee shares an incomplete thought). To fix run ons, generally you want to
       break the sentence into two or more sentences, or you will want to use a semicolon,
       which joins two independent clauses (basically, two complete sentences).

    3. When you start an extended quote, it can be a part of the paragraph as long as you use
       quotation marks to show that it is a quote.

    4. If there is a quote within the quote, use single quotation marks. If there is a quote
       within that quote, use double quotation marks again (alternate back and forth between
       double and single, starting with double).

    5. Quotation marks come after punctuation (commas, periods, questions marks,
       exclamation points). Exceptions: semicolons and colons (they come after quotation

    6. When a quote continues into the next paragraph, do not use quotation marks at the end
       of the paragraph, but include quotation marks at the beginning of the next paragraph to
       show that it continues to the next paragraph.

    7. When you are recounting a conversation, it gets complicated. Look at the sample for

The sample anecdotes shown on the following pages are just excerpts (they are longer in the
actual biographies).

                            Sample Anecdote

       Hazel’s father had a special touch with his pets.
“I was about eight years old, I would imagine. We had
crows—they would pull up the corn [to get the seeds]
and that was the end of it. Dad put up a scarecrow. Dad
caught one of them and that crow could talk almost. He
taught that crow. He would write Mom a message and
that crow would take it to the house. Mom would take it       Start with third person narrative.
out of his mouth and she’d write a note…and he would          Show the start of a quote by using
                                                              double quotation marks.
take it back to dad. He would get in Dad’s pockets—Dad
                                                              There are no quotation marks at the
would have his tobacco in his pockets…and he would try
                                                              end of the first paragraph because the
to eat his tobacco! And then he died. Dad was so sad.         quote continues to the next
                                                              paragraph. Quotation marks are
He never could get another one [that] could talk. It
                                                              included at the beginning of the
would carry messages back and forth.                          second paragraph to show that the
                                                              quote continues.
       “Dad had a black snake in the barn. He told us
never to be near that snake. ‘It’ll bite you.’ He was a
big, long, black snake. He could pet that snake on the
back. He’d been in our barn for about two years. One
                                                            Here is a quote within a quote, so you
day my brother was out in the barn, and some other boy      use single quotation marks. You don’t
                                                            need to indent to show there is a new
came along; the snake didn’t bite him, but he thought it
                                                            speaker because it is not a
bit him. He told my mother and my mother said, ‘get me      conversation between two people; it
                                                            is just the speaker telling what
a hoe and I’ll kill that snake’ and she killed that snake   another person said.
and dad had a fit. She didn’t know it was Dad’s snake.
He had it for two years.”

    Sample of Extended Quote with a Conversation

       When her children were preschoolers, Bea ran
                                                            Start with third person narrative.
the family fuel business from the backyard of their         Show the start of a quote by using
                                                            double quotation marks.
home. “As I was standing at the kitchen sink washing
dishes this last day of business, I saw a young man come
into the yard, and at that same time my regular
customer appeared. The first young man wanted a sack
of nut coal, and as we walked farther into the yard, he     When a new speaker is introduced,
                                                            use single quotation marks to show
asked how much it was. I told him it was a dollar and he    that it is a quote within a quote.
responded, ‘I can get it at the corner for ninety cents.’
       “‘Well, that’s the place to get it then.’
       “‘But they don’t have any.’ By this time we had
approached my regular customer who had his own sack
ready, so I began shoveling coal into it. The first young    To show a change in speaker, indent
                                                             and start a new paragraph. Include
man continued, ‘I sure wouldn’t let my wife shovel coal.’    double quotes at the beginning to
                                                             show it is a continuation of the
       “To which I responded, ‘You wouldn’t let your
                                                             original quote. Use single quotes to
wife shovel coal, but you’d chisel me out of ten cents,      show it is a quote within a quote.

wouldn’t you?’ That was the end of that. I don’t think
he got any coal.
       “When we sold the coal yard, it was the hardest
thing for me to learn to focus on finishing a task in the
house. I had grown so used to working with                  The double quotation mark at the
                                                            very end shows that the extended
interruptions that I had to relearn how to complete tasks   quote is complete.

in a timely fashion.”

Sample Including Quotes about the Interviewee from Others

       Hazel believes in the importance family—both

for her personally and for society as a whole. “I enjoy

my family—I put them first. That’s my first priority is my

family. Of course I am including my grandchildren and
                                                             In this portion, a new quote about the
great-grandchildren.” Her daughter Marty says,               person is introduced, but it is not a
                                                             conversation, so double quotes are
                                                             used around each quoted passage. Be
“[Mother] is fiercely loyal to her family.” Hazel says the
                                                             sure to tell who said it. Square
                                                             brackets are used when you need to
best aspect of being a grandmother and great-
                                                             change a word for clarity in the
                                                             context of the entire piece.
grandmother is, “You get to see all your grandchildren       (Originally, Marty said, “She is fiercely
                                                             loyal,” but the writer wanted to use
grown up. How they spread their wings and fly away. I        the word “mother” to show their
get great pleasure having my grandchildren around me.

I love every one of them. Then the great-grandchildren

come along—they’re all my grandchildren.”

                     Sample of a Complete Anecdote
          While growing up, Hazel and her siblings had several pets. “We always had dogs,
cats…my dad gave each of us a calf. [The calves] would follow us around. We had lots of pigs.
We had a pig—her name was Sally. She was a Chester White. Those pigs came from my
mother’s father’s sisters. They sent [my father] two pigs from Virginia. They were pretty well-
to-do people.” Hazel says Sally was the smartest animal on the farm and sometimes it came into
the house.
          Their dog, a black shepherd named Fred, took care of the children. One hot summer
day, when Hazel was about eight years old, she and her sister and brother decided to go
swimming. “[My mother] told us never to go down to where the creeks come together because
that was a deep hole of water there. It was the summer time and the horse weeds had grown
up real tall and everything, so we slipped off and went down to the swimmin’ hole. Well, we
had a big sycamore tree that hung over there. We would grab a limb and go back and then we
[would run] and then we’d and drop in the swimming pool. It was the only pool around there
deep enough to swim. But it wasn’t over our heads.
          “So, we had the dogs with us. We had a big shepherd dog; his name was Fred. He was
black and had a little white on his face, and he would bark when we would drop off—he felt we
were getting hurt, see. Mom got to lookin’ for us and, she heard the dog barking so she knew
we were in the pool. She came down there with a switch—a big, long switch. We all stayed in
the pool!” she laughed. “My mother wouldn’t get in over her knees; she was afraid of water.
When she got up to her knees she would feel like she was gonna faint. So we knew she
wouldn’t come in the water. So she stood there on the bank with that switch and she said,
‘you’re gonna get it when your daddy gets home!’ So we knew if we stayed out of mom’s way
for a little while, she would forget about it, but not dad, he wouldn’t forget about that. So we
stayed in the water and mom finally had to leave and go to the house. Well, we knew when dad
came home we better get out of that water and come to the house. We had about 100 yards to
walk up to the house. [Mom] had that switch and she give me about three-four licks and I just
screamed bloody murder. [Mom] was screamin’ and I saw Fred comin’ out. He heard her
screaming and he came to see what was wrong. About the time she grabbed me, that dog
grabbed her by the hip—he bit her! So she let loose of me--she was gonna kill the dog! [Mom]
said, ‘I’m a gonna kill that dog!’ So she goes in the house and got a pistol. We was getting’ him
under the porch. ‘Stay under the porch!’ and she came out with a pistol and he stuck his head
out and she shot at him and missed him—and missed him!” she laughed. “Then she scared
him—he got back under the house—further. We said, ‘stay there Fred! Stay there!’ Then she
forgot all about whippin’ us. We were so afraid that Fred would get out from under the porch
and she would kill him. [Then] dad said, ‘give me that gun, you’re gonna shoot somebody.’ That
was about the end of it. The dog stayed under the house for a long time—he wouldn’t come
out.” Hazel said her mother couldn’t hit the side of a barn with a gun anyway.


The purpose of the description is to create a picture with words that allows
the reader to picture the interviewee.


Your description should be realistic and flattering. Think of ways to make it
unique so that it really captures the essence of your interviewee. SHOW,
DON’T TELL. You may include:

   1. What others say about this person. You may include quotes from
      friends and family members.

   2. Personality, including dominant traits

   3. Physical traits such as eyes, posture, voice, movements, laugh,
      clothing, mannerisms, habits

   4. Place the person in a familiar setting (if applicable).

   5. The description does not have to be limited to the person right now.
      It can also describe the person during other points in his or her life.

                        Six Anecdotes:
        Two Early Life, Two Middle Life, Two Late Life

The bulk of the biography will include several important anecdotes (a short
account of an interesting or amusing incident or event, often biographical)
from the person's life. These anecdotes are told in chronological order,
from birth to the present. Much of it is told in the interviewee's words
using extended quotes.

These sections should consist of at least six anecdotes about the person's
life (you may include more if you wish). You need to include two anecdotes
from early life, two from middle life, and two from late life. You will also
find ways to tie the anecdotes together with an engaging introduction,
well-developed transitions, and a conclusion. In your transitions, you
should include general information that is not part of the anecdotes (some
of this may be borrowed from the timeline).

Early Life: Birth to approximately 18 years (or the time at which the person
assumed the responsibilities of an adult)

Middle Life: Usually includes marriage, children, jobs, etc.

Late Life: More recent information—retirement, grandchildren, etc.


The purpose of the Biography is to tell the person’s story using specific anecdotes from
his/her life. Remember, it is the story of the person’s life, not the story of your


       1. It might be useful to simply write out the narrative of the person's life first.
          You can add the extended quotes later once you have established a

       2. This is a chronology--keep it in chronological order.

       3. While it may sound simplistic, begin at the beginning. Think of a creative way
          of introducing the reader to your interviewee; try to avoid "Hazel Bryan was
          born in 1915 in Kentucky." This will be your first impression on the reader--
          make it a good one.

       4. Listen to your recording and take notes as you go along. The notes should
          help you sort out the information on which you will focus. Listen to the
          stories the interviewee tells. Make notes of where pertinent information is
          on the recording so you can go back and find it easily. You will want to
          include many details in your Biography to make it engaging for readers.

       5. Continue through the person's life. Look for logical breaks--the divisions
          between early, middle, and late life are not the same for all. These breaks
          will help you decide when to start a new paragraph.

       6. Once you have a framework, go back and develop your six anecdotes and
          insert extended quotes. When you add extended quotes, don't be afraid to
          edit what the person said. Don't change the meaning of what he/she said,
          but cut out anything that is not necessary. You may also want to connect
          things the person said at different times during the interview.

       7. Try to keep a balance between different periods in the person’s life.

       8. As you revise, be sure one section flows smoothly to the next. Work on
          transitions between phases or events. Filling in gaps and adding transitions is
          an important step in completing the Biography, and it takes time and effort.

       9. Don't view retirement as the end of a person's life. Tell what the person is
          doing now.

                        American Dream/Dreams


This section should capture the essence of the interviewee's dream(s). You will also
want to make connections to the theme of the American Dream, if possible.


   1. Remember that people define the American Dream differently--focus on your
      interviewee's vision of it.

   2. If you are having trouble approaching the American Dream with the information
      you got in the interview, you may want to try focusing on his or her goals,
      accomplishments, hopes, plans, and/or desires and comparing these to the
      ideas about the American dream we have discussed in class. You could also
      compare/contrast the interviewee's goals and dreams with those of his or her
      children and/or grandchildren. Or you could explain how the dream has evolved
      through the generations of this family.

   3. If the interviewee is an immigrant, discuss what brought the interviewee and his
      or her family to the United States.

   4. It is acceptable to talk about dreams a person had that have not been realized.


This section tells the reader about the interviewee’s values, which gives a broader
picture of who the person is.


You only need to discuss those that you feel deserve mention. In terms of values, you
should discuss what is important to the interviewee. You may also discuss what he or
she really does not value at all, if it gives the reader a more complete picture of the
person. Give specific examples to explain. SHOW, DON’T TELL. Avoid starting this
portion of the biography with a sentence such as, “Hazel has many important values…”.
Think of a unique way to show the reader what is important to the interviewee. You
may use some of the advice the interviewee shared with you to illustrate his or her

A List of Some Common Values (you are not limited to this list)

      Aesthetics                                      Money
      Affiliation                                     Perseverance
      Artistic expression                             Power/authority
      Civility                                        Privacy
      Companionship                                   Religious faith
      Competition                                     Respect for diversity
      Cooperation                                     Safety
      Exercise                                        Self-respect
      Family                                          Service to others
      Health                                          Skill
      Honesty                                         Sustainability
      Humor                                           Technology
      Independence                                    The earth
      Justice                                         Time alone
      Knowledge                                       Wealth

                                    Final Draft

The purpose of the final draft is to show your work on the biography for grading of your
writing. This paper is graded separately from the final product, which will be a gift for
the interviewee.


   1. Heading: You do not need to put an MLA heading on your paper. Your name
      and page numbers are sufficient.

   2. Order: Anecdotes should be presented in chronological order. The other parts
      of the biography can be put where you think they fit best.

   3. Introduction: You may want to add an introduction before the description to
      make the paper seem cohesive. It may provide the reader with a brief overview
      of the biography or it might start with an interesting bit of information about the
      interviewee. The introduction should get the reader interested in what you have
      to tell.

   4. Conclusion: You need one. It should provide a sense of finish. It may briefly
      sum up what you said in the biography. It may provide information about what
      the interviewee is doing now.

   5. Transitions: You need to add transitions from section to section. These will fill
      out the interviewee’s story. They also provide additional information not
      included in the sections you have already written, filling in any gaps not covered
      in other sections. These will make the paper flow smoothly from section to
      section. Writing good transitions will be time consuming and will probably
      require that you go back to your recording for additional information that is not
      included in other portions of the Biography. You may want to add creative
      section titles—this is optional.

   6. Editing: Anyone can edit your paper—eliminate all errors.

   7. Length—Most papers will be about 8-15 pages, but there is no minimum or
      maximum as long as you cover all of the criteria listed on the scoring guide.

8. Font: Use a “normal,” readable font such as Calibri, Times New Roman, Arial, or
   Tahoma. You can use fancy fonts when you put your final project together.

9. Paper: Use plain white paper. You can use fancy papers when you put the final
   project together.

10. Ink: Use black ink. You can use different colors when you put the final project

11. Scoring: Review the score sheet and make sure you have met all the criteria.

        Common Errors You Want to Avoid Making
                  in the Biography
1. Use of first person (I, my, me, us, we) and second person (all forms of you)
           Avoid unless it is part of a direct quote

2. Use of simple, vague vocabulary (e.g. a lot, things, very)
          Upgrade vocabulary (wc)

3. Redundancy—using the same words over and over
         Vary word choice (wc)
         Refer to list of synonyms for said

4. Using abbreviations—U.S., t.v., 5, “ for inches
          Spell out abbreviations and numbers under 10

5. Fragments (partial sentences)
         Combine with other sentences or complete sentence

6. Run-ons—sentence is too long; contains more than one complete sentence
         Break into more than one sentence
         Use a semi-colon to join two complete sentences that are related

7. Paragraphs
          Look for logical breaks
          Make sure you use quotation marks correctly (see samples)

8. Redundant sentence patterns (e.g. starting several sentences in a row with
          Vary sentence patterns to create variety

12. There/their/they’re
           There = place
           Their = possession
           They’re = They are

13. American Dream
          Both words are capitalized when used together

                                           Biography Score Sheet
 CRITERIA                  A                               B                                C                        NO PASS
                                                                                                                REVISION REQUIRED
                        400-360                        359-320                          319-280
Anecdotes      Anecdotes are well            Anecdotes are                    Anecdotes are somewhat           Anecdotes are missing
               developed and interesting     developed/somewhat               developed (include who,          vital information (include
               to the reader (include        interesting to reader            what, when, etc.)                who, what, when, etc.)
               who, what, when, etc.)        (include who, what, when,
               100-90                        89-80                            79-70                            69-0
Quality of     Quality of writing is         Overall, quality of writing is   Overall, quality of writing is   Overall, quality of writing
Writing        superior                      good                             acceptable                       is poor
Overall        100-90                        89-80                            79-70                            69-0
Completion     Complete biography            Mostly complete biography        Biography is missing one of      Biography is missing
                                             (includes all sections--some     the 10 components                more than one
                                             sections may not be fully                                         component
               40-36                         35-32                            31-28                            27-0
Transitions    Smooth transitions            Logical transitions between      Attempt has been made            Lacks transitions
               between sections make         sections exist/no big gaps       with transitions
               the biography flow/no
               40-36                         35-32                            31-28                            27-0
Extended       Extensive extended            Some extended quotes are         A few quotes are included;       No quotes; quotes not
Quotes         quotes; extended quotes       included; extended quotes        attempt made to                  punctuated and/or
               are punctuated correctly      are mostly punctuated            punctuate quotes correctly       numerous errors
               40-36                         35-32                            31-28                            27-0
Conventions    Virtually error free;         Few errors; written almost       Some errors, but errors do       Multiple errors—
& Third        written entirely in third     entirely in third person         not interfere with reader’s      interfere with
Person         person                                                         ability to understand            readability; not written
                                                                              writer’s meaning; mostly         in third person
                                                                              written in third person
               40-36                         35-32                            31-28                            27-0
Introduction   Engaging, unique              Somewhat interesting             Has an introduction              Lacks introduction
               introduction                  introduction
               20-18                         17-16                            15-14                            13-0
Conclusion     Satisfying conclusion that    Somewhat interesting             Attempted a conclusion           Lacks conclusion
               provides a sense of finish    conclusion
               20-18                         17-16                            15-14                            13-0

  Missing component(s)—marked by grader: description, early life anecdote 1, early life anecdote 2,
  middle life anecdote 1, middle life anecdote 2, late life anecdote 1, late life anecdote 2, American
  Dream, values

                             Vivid Memory Paper

Write one anecdote, in first person, from the point of view of the interviewee.


   1. This paper will focus on a vivid memory in the interviewee’s life.

   2. This paper will be written in the first person, from the perspective of the
      interviewee. When the interviewee is simply recollecting the event, quotation
      marks are not needed.

   3. The paper should include dialogue, correctly punctuated, when appropriate. For
      example, the interview might recall a conversation that occurred as part of this

   4. You may use lines taken directly from your recording; however, the paper should
      not be simply a transcription. As a writer, you will decide the final form the
      memory will take in writing.

   5. The paper should capture the voice of the interviewee.

   6. Be sure to include detailed information answering the who, what, when, where,
      why, and how regarding this event. Use the questions below to help you outline
      the event. SHOW, DON’T TELL.


            Hazel is good with numbers.
            Hazel can tell you how much she sold a dozen eggs for in 1925 and how
             much she paid for a dozen eggs at Safeway last week.

            Mt. St. Helens erupted.
            The news showed footage of trees that were laid flat like thousands of
             tiny matchsticks.

            We tried to protect ourselves from the explosion.
            All of us dropped to the floor, shielding our heads from flying plaster and

   7. This paper is usually about one to one and a half pages, typed, double-spaced.

Your paper should answer most of these questions:

   1. Event: What is the event that will serve as the focus of this paper?

   2. Setting: When did it take place? Where? What details can you provide to help
      the reader picture the setting in her/his mind?

   3. People: Who was involved in this memory? What did they look like? What were
      some important characteristics of these people? What was their relation to your

   4. Dialogue: What conversations took place? Between whom?

   5. Outcome: What was the outcome of the event?

   6. Impact: How did it affect the life of the interviewee? Did the interviewee grow
      or learn as a result of the experience?

   7. Significance: What makes it significant?

                            Interpretive Reading


Present your vivid memory to the class. Perform an interpretive reading.


   1. Readings must be a minimum of one minute; 10 point deduction if under time.
      There is no maximum time limit.

   2. Props/costumes required

   3. Students are required to bring two copies of their paper:
              One from which to read
              One for the teacher
              10 point deduction if missing extra copy
              The score sheet must be stapled to the front of the teacher copy
              On your copy, you may write notes to help you with the interpretive

                               Interpretive Reading Score Sheet
                                           100 points
  Criteria                 A                        B                          C                        D-F
                       100-90                     89-80                     79-70                       69-0
Visual Aid,     Visual aid, costumes      Visual aid,              Visual aid,                 Visual aid, costume or
Costume         and/or props related to   costume/props add to     costume/props present       props missing
and/or Props    & enhance story being     presentation             but not used to add to
                read                                               presentation

                20 19 18                  17 16                    15 14                       13 - 0
Dependence      Minimal dependence        Some dependence on       Uses script with some       Little or no eye contact
on Script       on script/lines           script with good eye     eye contact                 while reading
                memorized                 contact

                20 19 18                  17 16                    15 14                       13 - 0
Delivery        Excellent pacing,         Good pacing, pauses,     Attempts appropriate        Monotone, dull;
                pauses, inflection, and   inflection, and          pacing, pauses,             delivery detracts from
                gestures; volume,         gestures; volume,        inflection, and gestures;   presentation
                projection, and posture   projection, and          volume, projection, and
                are consistently just     posture are good         posture are acceptable

                20 19 18                  17 16                    15 14                       13 - 0
Entertainment   Very entertaining/        Entertaining/interesti   Not boring/interviewee      Boring/interviewee
Value           interesting;              ng; demonstrates         would not be offended       would be displeased
                demonstrates passion      some passion and/or
                and/or enthusiasm         enthusiasm

                20 19 18                  17 16                    15 14                       13 - 0
Preparedness    Student obviously         Student is prepared      Student attempts to         Student is not prepared
                rehearsed for reading     for reading              look prepared for           for reading

                20 19 18                  17 16                    15 14                       13 - 0



Writing poetry allows you to write about the interviewee in a unique form, demonstrate your
creativity, and allow the reader to understand the interviewee in a different way.


Include a minimum of 15 lines of quality poetry in your project. You can include more if you wish.
You may use a variety of forms, or write one longer poem. The following pages are provided to
help you, but you are not required to use any of these forms for your project. Many of them will
probably be familiar to you.

                                           Acrostic Poem
    First letters of the lines, when read top to bottom, form a word, phrase, or sentence
    People often use a person’s name to form the vertical word or words


       Bravery is what holds us together              Alone in company
       Anyone can have the courage to                 Giving and gaining love
       Run the marathon of life                       Inward withering
       But no one can live without faith              Not getting any younger
                                                      Gathered wisdom is treasured
       Doing deeds more
       Often than not                                 To the station we go, with the
       Driven to live a life                          Rain dropping down on us with
       Of happiness                                   A steady flow, as
       Is never                                       Valerie gets soaking wet
       Satisfied, continues to work                   Everybody has to bet,
       7 days a week, providing for her               Leaving everyone poor and wet
       3 beautiful children

Double Acrostic
    A double acrostic is like an acrostic poem, but with two vertical arrangements in either the
      first and middle letters, or first and last letters.

           Chelsea is aN
           Amazing dog anD
           Taking care is harD
           Still he does it any whO
           And keeps on goinG

        Three line poem
        Syllable pattern 5-7-5
        They are usually about everyday experiences and avoid complicated grammar
        Traditional Japanese haiku counts sounds, not syllables


         Sixty-five years old
         The body fails, but the world
         Still felt with child’s heart.

         Eighty nine years old
         The mind is failing her, but
         Her spirit is there

         Day of gardening
         Covered in soil from the earth
         Nerves called by the cat

         Ancient words
         I see an old potted plant
         Time does not halt growth

         The beauty within
         Shines through the exterior
         With a simple smile

         Life is a dream in
         A myth of reality
         One peace they all love

     A poetic form for writing humor
     Five lines
     Written with the rhyme scheme a a b b a


          “The Honeymoon”

          Their honeymoon was quite hot,
          But the way you think it was, was not.
          There was a fire
          That was quite dire
          Their belongings became didily squat.

         Five line poem that has two, four, six, eight, and two syllables, respectively
         Does not have an obvious rhyme
         Does not make every line sound finished
         Builds toward a climax
         To write a cinquain about a person, you can follow this formula:

                   Line 1   Pick your subject (2 syllables)

                   Line 2   Describe your subject (4 syllables)

                   Line 3   Add some action (6 syllables)

                   Line 4   Express a feeling or observation about subject (8 syllables)

                   Line 5   Describe subject in a new way (2 syllables)


          woman of faith
          honest and trustworthy
          heart full of love and compassion

        7 lines
        Based on parts of speech
        Does not rhyme
        Does not have an obvious rhythm

               Line 1 1 noun

               Line 2 2 adjectives

               Line 3 3 participles (--ing or –ed words)

               Line 4 4 nouns

               Line 5 3 participles

               Line 6 2 adjectives

               Line 7 1 noun


                Father                                              Grandma
         Wise, compassionate                                          Robert
    Loving, understanding, helping                                 neat, clean
   Companion, consoler, confidant,                           loving, laughing, sitting
               counselor                                   birds, dogs, kids, neighbors
      Hoping, teaching, allowing                            running, eating, sleeping
          Serious, humorous                                    respectful, serious
                 Dad                                                 Pop Pop

                 Ruth                                            Wise, nice
          Spirited, Forgetful                          Caring, loving, understanding
        Caring, Helping, Loving                          Simple, kind, young, bold
  Teacher, Friend, Companion, Coach                     Walking, shopping, talking
      Teaching, Coaching, Loving                             Confident, smart
          Serious, Intelligent                                     Friend

        Follows specific form (see below)
        Tells about a person
        Not every line has to be included

                Line 1 First Name

                Line 2 4 adjectives which describe the person

                Line 3 Son/daughter of…

                Line 4 Lover of …

                Line 5 Who feels…

                Line 6 Who finds happiness in…

                Line 7 Who needs…

                Line 8 Who gives…

                Line 9 Who fears…

                Line 10 Who would like to see…

                Line 11 Who enjoys…

                Line 12 Who likes to wear…

                Line 13 Resident of …

                Line 14 Last name


Robert Bruce
Neat, clean, respectful, serious
Son of Victor
Lover of Saundra
Who feels happy with his life
Who finds happiness in everything he does
Who needs the respect he deserves
Who gives you his shirt off his back if you need it
Who fears mortality is gone
Who would like to see the world as a better place
Who enjoys playing with his trains
Who likes to wear neat clean clothes
Resident of Maple Valley

Wise, serious, intelligent, forgetful
Lover of Paul Morgan
Who feels the grip of tennis racket in her hand
Who finds happiness in a well told story
Who needs to be loved to feel alive
Who gives her all even though there’s not much left
Who fears forgetting her past and not knowing her future
Who would like to see her grandkids grow up and have kids of their own
Who enjoys a good crossword puzzle
Who likes to wear the same clothes every day
Resident of Issaquah, Washington

Bright, cheery, lighthearted, sunny
Lover of crossword puzzles
Who feels relaxed
Who finds happiness in gardening
Who needs coffee
Who gives her goodies
Who fears small critters
Who would like to see Mexico
Who enjoys baking
Who likes to wear clogs
Resident of Issaquah

                                     Skeltonic Verse
    Short lines (average 3-6 words)
    Fast and frequent rhyming
    End rhyme is continued as long as the writer feels it’s working well
    Named after English poet, John Skelton (ca. 1460-1529)



       He is my teacher
       A wonderful preacher
       Lives by the law
       Knows how to use a saw
       He served in the Navy
       Which is unrelated to gravy
       Surviving through time
       Never dressed like a mime
       His door makes a chime
       He lives by the hour
       And is far from being sour
       Doesn’t live in a tower
       He still has all his power

       “Malloy—My Grandpa”

       He is my interviewee
       I ask him my questions over some tea.
       He thinks he’s something of a politician
       Most of the things he says are fiction.
       He really enjoys a cold brew
       Even better, my grandma’s stew.
       He often sits back and watches the game
       He used to have dreams of football glory and fame.
       He moved here from a real slum
       Michigan is the place he is from.

                             Metaphor about a Person

    Compares a person to something not human
    Can take any form
    Can be told from first or third person point of view
    One metaphor should be carried throughout poem


       Like a flower in a garden
       Growing in every way.
       From a seed to a full bloom,
       Life is great every day.
       Bringing smiles to many faces
       Like a bouquet, plenty to go around.
       Seeing the sun and April showers
       With feet planted firmly in the ground.

       “The Long Haul of Life”

       Weathered hands grip the wheel of his life
       Struggled for many years no step all strife
       As a child took the wheel from a man called dad
       Left to make the longest haul he ever had
       Having never driven before he was often stalled
       Fate mad him strive to try and walk before he had crawled
       When he hits milepost eighteen he seems to lose his way
       Taking shortcuts, moving fast has led him astray
       He stops to ask for directions and is told to follow his heart
       To him it seems so simple he should have done so from the start
       He follows the road less traveled where he must face a ghost
       After arduous miles driving he’s reached a distant milepost
       With all of his twists and turns he he’s on route sixty-six
       His rig is running smooth without a tire flat to fix
       The haul is almost up, his seatbelt remains strapped
       For until his life runs out of gas he’ll wear his trucker cap
                              Where I’m From Poem
 10 lines
 Focuses on specific details from interviewee’s life
 Based on answers to questions about interviewee’s life

          Line 1 What toys did he/she play with?

          Line 2 What sports and games did he/she play?

          Line 3 What else did he/she do in his/her spare time? What were his/her hobbies?

          Line 4 What singers or groups did he/she listen to?

          Line 5 What celebrity or public figure did she/she admire or have a crush on?

          Line 6 What candy did he/she buy?

          Line 7 What was his/her favorite TV show?

          Line 8 What was his/her favorite book or series of books?

          Line 9 What was a saying or expression that adults or other kids were using?

          Line 10   What did he/she want to be when he/she grew up?


     “Where I’m From” by George Ella Lyon

     I am from clothespins,
     From Clorox and carbon-tetrachloride,
     I am from the dirt under the porch.
     (Black, glistening,
     it tastes like beets.)
     I am from forsythia bush,
     The Dutch elm
     Whose long-gone limbs I remember
     As if they were my own.

     I’m from fudge and eyeglasses,
     From Imogene and Alfair.
     I’m from know-it-alls
     And the pass-it-ons,
     From Perk up! And Pipe down!
     I’m form He restoreth my soul
     With a cotton lamb
     And ten verses I can say myself.

     I’m from Artemus and Billie’s Branch,
     Fried corn and strong coffee.
     From the finger my grandfather lost
     To the auger,
     The eye my father shut to keep his sight.

     Under my bed was a dress box
     Spilling old pictures,
     A sift of lost faces
     To drift beneath my dreams.
     I am from those moments-
     Snapped before I budded-
     Leaf-fall from the family tree.

                                     Place Poem
 About a well-known place
 Unusual or common place
 Ideas: kitchen, tree house, swimming hole, barn, vacation home, street, etc.
 Focus on specific details, rather than generalities
 Paint a picture with words

   “The Couch”

   Sitting there gazing endlessly
   The smell of dinner in the air
   The sound of war, and history facts.
   The sight of images, some bad, some good.
   The warmth of the fire around me.
   My spot in the house, the couch watching TV.

   “Deserted Farm”

   A deserted farm is a lonely place.
   It gives you a deep cold thought.
   As the wind blows through the tall weeds
   the trees bend and crackle
   and the windmill squeaks
   while the door wildly claps against the barn.

   “Fountain Court”

   Off by the woods, this community lies
   The citizens move on side by side
   They say hello as they pass their friends by
   The home is there for them when they need to cry
   But unfortunately it can never answer the question “oh why”
   The angels seemly never cease flying by
   Off by the woods, this community lies

Variation of a Place Poem

“A Change of Homes”

my home with
the remembrance of
love and hard work, as well
as fresh turned earth and routine
winters, a place I thought I’d never leave,
but knew I always would, away from memories.
My wife supports me, as well she should, everything
is for the best, I’m new at this, we’re both new at this.
Petrolane offers me benefits I never had, and I enjoy it,
the kids won’t mind, this will only broaden their minds, the
newness of the town will slowly wear off, we’ll all have a great
time there. I’ve been told the area is nice, as well it should
be, I’m leaving my home to a better provide for everyone,
I enjoy work. I’ve been told I’m a work-a-holic, is
that bad? It’s time to leave this familiar home
for warmer winters, but not much warmer,
routine too, and I hear the colors there
are beautiful-yellow, orange, brown,
red, all over the ground in the
fall. I wonder how my new
home will be like in
Rhode Island

                                 I Remember Poem
        Usually vivid, down to earth, and personal
        Doesn’t have to focus on an “important” event
        Use lots of vivid details
        When drafting, use IR for I remember

         “Best Friend”

         I remember the time when I was in junior high
         I remember the time when the movie theater was only two blocks away
         I remember the time when old western movies cost only nine cents
         I remember the time when I would spend all weekend with my best friend
         I remember the time when we would play games and roast hot dogs
         I remember the time when we grew older and parted
         I remember the time when we still kept in touch
         I remember the horrible accident that took her life.


         I remember the rush of adrenaline
         I remember the glint of the blade
         I remember the baby’s innocence
         I remember how everyone was so happy
         I remember the candles
         I remember the party
         I remember the first birthday of my boy
         I remember the really good cake.

         “End of Childhood”

         I remember the pain
         I remember the joy
         I remember the death
         I remember the fear
         I remember the cries
         I remember the spot light that would follow me to the bathroom at night
         I remember the guns and the high fences
         I remember the poor tasting food and the soldiers
         I remember everything that happened but I am not bitter


I remember being up in the air
I remember the wind blowing through my hair
I remember we were way up tall
I remember the stall
I remember I was about to blow up
I remember I felt like I was gonna throw up
I remember flying around
I remember we were home bound
I remember being thankful to be back on the ground


I remember walking six miles to school every day, and six miles home
I remember having to feed the chicken’s every day after I got home from school
I remember me and my brothers always playing jokes on my little sister because she was the youngest
I remember getting in trouble at school for putting a dead rat on my teacher’s desk
I remember getting into scraps after school with the boy who lived across the street from my family
I remember my school in Indiana had only ten sophomores, eight juniors and six seniors
I remember during World War II my whole family came down with influenza, my mother had to nurse us
all back to health
I remember the doctor would come once a week on horse and buggy
I remember saying good-bye to my mother as she passed away. I was only 13 years old
I remember my family being split-up after my mom’s death, I was sent to live with my aunt and uncle in
I remember we were the first family in the neighborhood to get a car
I remember getting in the car and teaching myself how to drive, back then you didn’t need a driver’s
I remember working with my brother during the Depression as a busboy. We each made 50 cents a day
I remember the first time I saw a television. I was in a bar and the picture was so bad you could barely
even make out the people.
I remember looking back at my home town with my friend as we were about to be shipped away to war.
This was the last time my friend ever made it home.
I remember going to reunions for the outfit I served with in the army. We still keep in touch with each other
I remember marrying my wife, Gwynoth, at a small military wedding
I remember the excitement on my wife’s face when we opened our restaurant together in Spokane
I remember the sorrow on her face when we had to fire our first employee
I remember my initiation into the Free and Accepted Masons. I was so terrified and so proud at the same time
I remember the first time I was master of my lodge in Masons
I remember traveling to Canada on the weekends with my wife to go see hockey games
I remember taking dancing lessons as a teenager so I could take my dates dancing
I remember taking my wife dancing, or taking her to see the latest musical
I remember the day I had to give up my restaurant and retire

                                   Final Product
                        Creating a Gift for the Interviewee
                                     150 points

This is your opportunity to create a gift for the interviewee, and his or her family.


All final projects will be required to incorporate at least one creative component. Some
possibilities are listed below.

You may be required to include at least 15 lines of quality poetry (one or more poems).
Ask your teacher if poetry is required for your class.

Ideas for Putting the Final Oral History Project Together

   1. You need to add CREATIVE COMPONENTS to the final project. This can be a
      combination of many things:
          Artwork
          Poetry
          Crafts
          Computer graphics
          Drawings/sketches
          Music
          Text boxes with
                  o Quotes said by the person
                  o Quotes of what others say about the person
                  o Relevant famous quotes (be sure to tell who said it)
                  o Random facts about the person
                  o Holy book verses
          Anything creative you can think of!

       Your creative component may consist of several different elements. The creative
       component should bring the whole project together in a cohesive way. You
       might want to think of a theme that represents your interviewee as a way of
       tying things together.

       Note: spending money does not equal creativity.

2. Change the fonts, sizes, and colors—just make sure you pick readable
   fonts/colors. Use bigger fonts if recipient’s vision is poor.

3. Maintain double spacing OR switch to single spacing.

4. You can keep each section separate or make one continuous story

5. Everything in the final project must be a clean copy (no grading marks) and
   should be free of errors.

6. Print on different types of papers (colors, borders, patterns). If your paper has
   borders or pictures, make sure you adjust the margins so the text does not run
   into them.

7. Bind the project (folder, notebook, scrapbook, ribbons, etc.).

8. Create a unique cover.

9. Add photographs—Consider making color copies of original photos or use a

10. Design an overall organizational plan (section dividers, table of contents, page
    numbers, titles of sections, etc.).

11. The final project does not have to be in book form, but keep it to a size that will
    work as a keepsake (most people don’t keep big posters or tri-fold boards).

12. You many include additional items if you wish. Some ideas:
        Dedication
        Newspaper clippings about person
        Family tree
        Map that shows places the person lived or traveled

13. The final project should demonstrate substantial effort.

14. No grading marks will be made on the final project.

                     Final Project Scoring (with Poetry)
Components that should be included (in an order that makes the most sense to you):
timeline, biography (description, 6 anecdotes, Am. Dream, values, filters), poetry,
creative components & extras (art work, pictures with captions, mementos, artifacts,
maps, family tree, quotes, etc.)

On the back of this sheet, explain how much time you spent on putting your final OHP
together and explain how you spent that time. Be specific.

  Criteria                   A                         B                       C                     No pass
                        150-135                  134-120                  119-105           revision required
Components       Includes all               Includes all            Includes all            Missing items:
                 components listed          components listed       components—all are      timeline, biography,
                 above--all are             above—all are good      acceptable              creative component/
                 outstanding                                                                biography incomplete

                 30 29 28 27                26 25 24                23 22 21                20 - 0
Organization     Organized and              Well-organized          Some sense of           Lacks sense of
                 accessible to any                                  organization            organization
                 reader (titles, table of
                 contents, section
                 dividers, etc.)

                 20 19 18                   17 16                   15 14                   13 - 0
Poetry           Outstanding poetry         Poem(s) is/are one of   Includes one or more    Poems are missing
                 that shows significant     more challenging        poems
                 effort                     forms, longer, and/or
                                            a variety of shorter

                 20 19 18                   17 16                   15 14                   13 - 0
Creativity       Creative components        Creative components     Creative components     Creative components
                 are exceptional and        are well done           are acceptable          are unacceptable or
                 integrated into project                                                    missing

                 20 19 18                   17 16                   15 14                   13 - 0
Gift Quality     Unique, aesthetically      Somewhat unique,        Not particularly        Not unique/papers
                 pleasing, gift quality     gift quality            unique                  have grading marks

                 30 29 28 27                26 25 24                23 22 21                20 - 0
Overall Effort   Demonstrates               Demonstrates good       Demonstrates a little   Shows virtually no
                 exceptional effort         effort                  extra effort            extra effort

                 30 29 28 27                26 25 24                23 22 21                20 - 0

                                                                      SCORE _____/150
                 Final Project Scoring (Poetry Optional)
Components that should be included (in an order that makes the most sense to you):
timeline, biography (description, 6 anecdotes, Am. Dream, values, filters), poetry,
creative components & extras (art work, pictures with captions, mementos, artifacts,
maps, family tree, quotes, etc.)

On the back of this sheet, explain how much time you spent on putting your final OHP
together and explain how you spent that time. Be specific.

  Criteria                 A                        B                      C                       No pass
                        150-135                  134-120                119-105           revision required
Components       Includes all               Includes all          Includes all            Missing items:
                 components listed          components listed     components—all are      timeline, biography,
                 above--all are             above—all are good    acceptable              creative component/
                 outstanding                                                              biography incomplete

                 30 29 28 27                26 25 24              23 22 21                20 - 0
Organization     Organized and              Well-organized        Some sense of           Lacks sense of
                 accessible to any                                organization            organization
                 reader (titles, table of
                 contents, section
                 dividers, etc.)

                 20 19 18                   17 16                 15 14                   13 - 0
Creativity       Creative components        Creative components   Creative components     Creative components
                 are exceptional and        are well done         are acceptable          are unacceptable or
                 integrated into project                                                  missing

                 40 39 38 37 36             35 34 33 32           31 30 29 28             27 - 0
Gift Quality     Unique, aesthetically      Somewhat unique,      Not particularly        Not unique/papers
                 pleasing, gift quality     gift quality          unique                  have grading marks

                 30 29 28 27                26 25 24              23 22 21                20 - 0
Overall Effort   Demonstrates               Demonstrates good     Demonstrates a little   Shows virtually no
                 exceptional effort         effort                extra effort            extra effort

                 30 29 28 27                26 25 24              23 22 21                20 - 0

                                                                    SCORE _____/150

                Grammar Rules for the Oral History Project
"Grandma/Grandpa" versus "grandma/grandpa"

Capitalize Grandma/Grandpa in the following circumstances:
    At the beginning of a sentence
        Grandma was born on April 14, 1933.
    When used in place of the name or as part of the name
        His seventh grade teacher told Grandpa that he must do well on the test.
        They had never seen Grandma Esther play the piano so well.
Do not capitalize "grandma/grandpa" if there is a personal pronoun (such as "my") in front of the
   When my grandma came through the door, everyone yelled, "Surprise!"

Commas in dates and places

Place a comma between the day of the month and the year
    July 12, 1934
Place a comma between the city and state
    Seattle, Washington
When the date or place is used anywhere except the end of the sentence, an additional comma is
needed after the year/state
        Grandpa was born on September 10, 1929, in the little town of Guthrie,
        Oklahoma, just before the beginning of the Great Depression.

Do not use abbreviations for anything in the paper. (The one exception is when "Jr." is part of a name.
-- Jacob Smith, Jr.

That means no abbreviations for names of states, high school, junior high, etc.

"High School" versus "high school"
Capitalize the words when they are used as part of the name of the school
    My grandpa enjoyed his time at Burbank High School.
Do not capitalize the words when they are used as a general time or place
    Grandma attended high school in New York City.
Please be aware that "high" and "school" are two separate words.

"A lot"
Try not to use the phrase at all.

If it must be used, remember that it is composed of two separate words.


One graduates from high school/college; one does not graduate high school/college.

Do not use "you," "your," "you're," or "you'll" unless the word is part of a direct quote


Use "who or "whom" for all references to people.
       Grandma was a student who wanted to succeed.
       Grandpa is a person whom we can always count on to be fair.
To determine whether to use "who" or "whom", try to rearrange the sentence so that "he" or "him"
could be used. Equate "who" with "he/she" an "whom" with "him/her".
       I wanted to know who was on the phone. (Think "She was on the phone.")
       I wanted to know whom to call. (Think "I wanted to know if I should call her.")

"A" versus "An"

Use "a" before a word which begins with a consonant sound.
        Grandma learned to drive in a Ford Fairlane.
Use "an" before a word which begins with a vowel sound.
        Grandpa later had to learn how to drive a car with an automatic transmission.
        Grandma knew the car would be an heirloom, so she refused to sell it.

Write out numbers under 10. Use Roman numerals for World War I and World War II.

                                Rules for Quotation Marks

Use quotation marks to enclose a direct quotation--a person's exact words.

Mrs. Billings said, "The test was perfectly fair."

A direct quotation begins with a capital letter.

When the game was over, the coach said, "We'll have the victory celebration at my house."

When a quoted sentence is divided into two parts by an interrupting expression such as she said or I
asked, the second part begins with a small letter.

"In less than five minutes," Mary said, "the messenger will be here for the package."

However, if the second part of a broken quotation is a new sentence, it begins with a capital letter.
      "Come home soon," Mother said. "Dinner will be ready in half an hour."

                  Words Instead of Said

Adds          Giggle             Roar       Words for TONE
Alleged       Gloat              Rumble     and MANNER
Asserts       Groan              Scoff      (use sparingly)
Assumed       Growl              Scorn
Babble        Grumble            Scream     Adamantly
Bark          Grunt              Screech    Angrily
Bawl          Gurgle             Shout      Brightly
Believed      Hesitate           Shriek     Brokenly
Bellow        Hiss               Sigh       Cautiously
Blare         Howl               Sing       Defensively
Blurt         Hum                Slobber    Falteringly
Boom          Hush               Slur       Grimly
Bray          Keen               Snap       Gamely
Breathe       Lament             Snarl      Haltingly
Buzz          Lilt               Snicker    Hesitantly
Cackle        Lisp               Sob        Incoherently
Call          Moan               Spew       Innocently
Chant         Mock               Spoke      Lamely
Chirp         Mumble             Squeak     Primly
Chortle       Murmur             Squeal     Rudely
Chuckle       Mused              Stammer    Sagely
Clarifies     Mutter             Stumble    Shakily
Cluck         Pant               Stutter    Violently
Consider      Pipe               Swear      Vividly
Contemplate   Ponder             Thunder
Coo           Promise            Trumpets
Croak         Puff               Vows
Cry           Purr               Wheeze
Drawl         Recalls            Whispers
Drone         Reflect            Wonders
Elucidates    Rejoice            Yells
Exclaims      Relate             Yelp
Fuss          Remind
Gasped        Reminisce

                            OHP Assignments & Due Dates

         Assignment               Rough Draft Due Date    Final Draft Due Date

       Letter of Intent

       Interview Tapes

     Interview Reflection

   Interviewee’s Evaluation


    Early Life Anecdote #1
    Early Life Anecdote #2
   Middle Life Anecdote #1
   Middle Life Anecdote #2
    Late Life Anecdote #1
    Late Life Anecdote #2
      American Dream

My teacher’s late work policy:


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