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McGuire │ English 363 This I Believe Essay-Writing Guidelines You are going to write and present your own statement of personal belief. You have read/listened to many examples, so use those as a guideline. In addition, follow these directions: Tell a story about you: Be specific. Take your belief out of the ether and ground it in the events of your life. Consider moments when belief was formed or tested or changed. Think of your own experience, work, and family, and tell of the things you know that no one else does. Your story need not be heart-warming or gut-wrenching—it can even be funny—but it should be real. Make sure your story ties to the essence of your daily life philosophy and the shaping of your beliefs. Be brief: Your statement should be between 500 and 600 words. That’s about three minutes when read aloud at your natural pace. Name your belief: If you can’t name it in a sentence or two, your essay might not be about belief. Also, rather than writing a list, consider focusing on one core belief, because three minutes is a very short time. Be positive: Please avoid preaching or editorializing. Tell us what you do believe, not what you don’t believe. Avoid speaking in the editorial “we.” Make your essay about you; speak in the first person. Be personal: Write in words and phrases that are comfortable for you to speak. We recommend you read your essay aloud to yourself several times, and each time edit it and simplify it until you find the words, tone, and story that truly echo your belief and the way you speak. Directions taken from http://thisibelieve.org/guidelines/. Tips for Writing Your Essay 1. Be sure your essay is about something you care strongly about. Readers want to know what you know, feel what you feel, and understand exactly where you're coming from. 2. While the idea for the essay must be personal, make the frame big enough to allow your readers to find parallels between your experience and theirs. Give readers the opportunity to say, "Ah! Yes, I've never been there or done that, but I can relate to what the author is talking about." 3. If you are writing about a small, personal occurrence, put your idea in a context that gives the reader insight to both the small moment and the wider perspective. Think of your essay as a camera lens. You might start by describing a fine detail (a specific moment in the narrative), then open up the lens to take in the wide view (the general/global backdrop), then close the piece by narrowing back to the fine detail. 4. Use details to draw the reader in. Be specific and avoid using abstract expressions, clichés, and phrases such as "the best day of my life" or "I'd never known greater grief" to describe emotions of love or loss. Make the emotions real and immediate by noting specifics and details that draw the reader into your experience. 5. Employ all the senses to convey your ideas to the reader: sight, sound, taste, touch, and smell. 6. Make sure that your readers can summarize the main idea that you believe. You should not have to hit your readers over the head with a summary statement such as "What I am trying to say..." or "What I really mean is..." In fact, such a closing is almost insulting or an indication that you fear you have danced around the belief without making it crystal clear. You must aim to leave the readers clear and satisfied—whether they agree with your belief or not. Sometimes a brief echo of the opening is the most satisfying clincher to bring a personal essay full circle. Adapted from 'This I Believe 2,' copyright © 1954 by Simon and Schuster and This I Believe Curriculum www.thisibelieve.org http://thisibelieve.org/guidelines/ http://www.thisibelieve.org/ http://www.thisibelieve.org/ http://www.thisibelieve.org/ Rubric – This I Believe Essay Belief is clearly identifiable (10) Belief is somewhat clear (5) Belief is unidentifiable (0) Story (or stories) support belief (20) Story (or stories) somewhat support belief meaning the story (or stories) are not clearly related/relatable (10) Story (or stories) don’t support belief (0) Statement is positive, saying what you do believe (10) Statement has negative elements, including talking about what you don’t believe (0) Essay is about you and written in the first person (15) Essay is not about you and/or is not written in the first person (0) Statement is typed, double-spaced with MLA Header (10) Statements isn’t typed and/or double-spaced and/or missing the header (0) Statement is correct length (10) Statement is incorrect length (0) Writing free of grammar errors (10) Writing has 1-5 grammatical errors (5) Writer has more than 6 errors (0) TOTAL = _____ / 85 points Rubric -- This I Believe “Speech” Student delivers essay so that it is easily heard and understood (15) Student is barely audible and/or mumbling his/her words (0) Student delivers essay at a moderate, appropriate pace (takes anywhere from 2:00-3:30) (15) Student delivers essay at too rapid or too slow of a pace (takes either less than 2:00 or more than 3:30) (0) Student displays relaxed, self-confident nature with no mistakes (15) Student makes minor mistakes, but quickly recovers from them and he/she displays little or no tension (10) Student displays tension and nervousness is obvious and he/she has trouble recovering from mistakes (0) Student employs solid public speaking skills including making eye contact with the class , not “resting” his/her elbows or arms on the podium, and acting professionally in front of his/her peers (15) Student employs some solid public speaking skills (10) Student does not employ solid public speaking skills (0) TOTAL = _____ / 60 Deadlines ★ Assignment delivered: Thursday, September 7 ★ Time to work in class (30 minutes): Tuesday, September 5 ★ Written portion due Thursday, September 7 ○ Turn in to Google Classroom AND as a hard copy with this rubric AND turnitin.com ○ If you need me to print for you, share it with me at least 10 minutes before class on 9/7 ★ Essays to be delivered orally on Thursday, September 7 ★ +5 points EXTRA CREDIT towards the written portion if you visit the TLC to review your written portion and/or practice delivering it