essay about language biography

European Language Portfolio (ELP)

• The Language Biography

The Language Biography contains goal-setting and self-assessment checklists that expand on the summary descriptors contained in the Self-assessment Grid .

The Language Biography also encourages the learner to state what he/she can do in each language and to include information on linguistic, cultural and learning experiences gained in and outside formal educational contexts. It is organized to promote plurilingualism, i.e. the development of proficiency in a number of languages.

All ELP models must include all the elements illustrated in the templates and resources below, but the weighting may vary from model to model depending on local priorities. For example:

• If a priority is to highlight the synergy between the learning of different languages, more space may be accorded to metalinguistic reflection about how languages work, how they are used, and the development of learning strategies that can be used across languages, etc.
• If linguistic diversity is a priority, the model may favour more pages devoted to the linguistic environment of the learner, linguistic and intercultural experiences, and the role of mediation between languages and cultures, etc.
• An emphasis on developing learner autonomy may lead to more space being given to reflection on learning how to learn, goal-setting and self-assessment, etc.
• If intercultural learning is to be promoted, more space may be devoted to intercultural encounters, both direct and indirect (through text and other media) and reflection on behaviours, attitudes and strategies, etc.

The following sets of templates and resources are available to ELP developers. For each of the headings, developers need to decide whether to use the available templates or develop their own material. The Language Biography section of each ELP model should address each of the headings below.  

Plurilingual profile

The Language Biography usually opens with a page or two where the learner has the opportunity to reflect on and present their language and cultural background, for example the language(s) of the family, the neighbourhood, etc. You are invited to use or adapt the following template:

Goal-setting and learning how to learn

You are invited to select and/or adapt from the following set of sample pages. There are pages prepared for both younger and older learners. The sample pages are preceded by a brief introduction.

You are advised to consider:

• whether the pages you select are intended for reflection on the learning of languages in general or on the learning of one specific language
• how your model will support on-going reflection (Are the pages intended to be reused? If so, can they be easily photocopied or can the data be stored? Will the learner be able to trace his or her development?)

Intercultural awareness and experience

As with the Learning how to learn pages, you are advised to consider how the pages may be re-used and stored.

When considering the pages it is worth bearing two further points in mind. First, although the intercultural dimension of the ELP is explicitly associated with “respect for diversity of cultures and ways of life” (Council for Cultural Cooperation 2000), we need to be sensitive to cultural similarity as well as cultural difference, to sameness as well as otherness. Secondly, while ELPs designed for adolescent and adult learners often associate the intercultural dimension with residence abroad, it should be remembered that intercultural encounters may also occur in the learner’s home context.

The Autobiography of Intercultural Encounters ( www.coe.int/lang-autobiography ) is another Council of Europe product that may address your needs in this area.

Self-assessment checklists

Checklists of “I can” descriptors are an obligatory requirement in all ELPs. They expand the general descriptors of the self-assessment grid into a detailed inventory of communicative activity that can be used for regular goal-setting and self-assessment. They also mediate to learners the CEFR’s action-oriented approach, which describes language learning as a variety of language use.

This website makes available a variety of sources to select descriptors from and some guidance for adapting descriptors or formulating new ones. When you are drawing up the checklists for your model, you need to bear in mind questions, such as:

• How many descriptors per level do you need?
• How do you make it clear that no checklist is comprehensive? How do you allow learners and teachers to extend and expand the checklists?
• How will you present the descriptors? By level or by language activity?
• How will you allow for as many languages as learners might wish to assess themselves in (including languages learnt outside of school)?
• Will you allow for learners to date their self-assessment? And will they be able to show progress, for example from being able to do something with help or with hesitation to being able to do it under any circumstances?
• How will you enable learners to use the checklists for goal-setting as well as self-assessment?
• How are you going to provide guidance for the learner to transfer the results of self-assessment in the Language Biography to the Passport?

Possible solutions to these and other questions are to be found in the introduction to the set of generic descriptors for older learners.

If you are developing a model for younger learners, please consult the paper listed below that considers the issues involved in producing descriptors that are both relevant and comprehensible to young learners. The paper also discusses the role of the Self-assessment Grid in ELPs for younger learners and why it is not possible to adapt it.

These are further resources that you can consult, including the illustrative scales from the CEFR and the Bank of Descriptors drawn from validated ELP models:

• Overview of CEFR-related scales
• Developers of ELPs for younger learners may also wish to consult the work of the Bergen “Can Do” Project of the ECML.

• Aim of an ELP
• Principles, Guidelines and the CEFR
• Self-Assessment Grid
• Guide to compiling an ELP
• Templates of the 3 parts of a ELP
• The Language Passport
• The Dossier

Language Policy Portal www.coe.int/lang

European Centre for Modern Languages (ECML) - Graz, Austria

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• > Multilingualism and Education
• > My Linguistic Biography

Book contents

• Multilingualism and Education
• Copyright page
• List of Contributors
• 1 Humanizing Research(ers) and Understanding How Concepts Evolve in Context
• 2 Become a Teacher-Researcher to Find Your Turkish
• 3 Between Languages, Norms and Social Variations
• 4 Learning to Language, Learning to Live:
• 5 A Retrospective Look at Multi/Pluri/Linguistic Transformations
• 6 Multilingualism as Lived, Felt and Evolving through Dialogue and Melody of Life
• 7 Revisiting the “Plurilingual-Intercultural” Orthodoxy
• 8 The Languages That Started to Flourish in Our Childhood, Developed over Time into Beautiful Blooming Meadows
• 9 On the Borderline between Languages and Knowledge
• 10 Multilingualism as Part of Social Reality
• 11 Some Elements of Family History and Language Biography
• 12 My Trajectory in Languages and Language Learning
• 13 Multilingualism as Norm
• 14 From Patois to Inter-comprehension Issues
• 15 Biography, Linguistic Coexistence, and Epistemological Reflection
• 16 Fighting off Zombies in France’s Multilingual Education
• 17 From Language Planning to the Didactization of Plurilingualism
• 18 A Sociolinguistic Biography and Understandings of Bilingualism
• 19 Experiential and Research Journey
• 20 Multimodality and Multilingualism
• 21 Researching Multilingualism and Language Education across Borders and over Decades
• 22 Possible Selves
• 23 Feeling at Home across Languages, Schools and Countries
• 24 From Monolingual Habitus to Plurilingual Education
• 25 My Path toward Awareness of Languages and Linguistic Diversity
• 26 A Personal Journey
• 27 Cultivating Plurilingual Gardens
• 28 Unbecoming a Monolingual Anglophone
• 29 From Plurilingual Experiences to Pluri-Artistic Practices
• 30 A Personal and Professional Journey to Multilingualism
• 31 Journey towards a Translanguaging Pedagogy for Social Justice
• 32 From Language Biography to a Research Life’s Journey
• 33 My Linguistic Biography
• 34 Travelling Back and Forth between Local Language Variation and Global Multilingualism
• 35 A Reflection on Generational Diaspora and Resulting Linguistic Acclimatization
• 36 On Language(s), Education and Dynamic Language Users

33 - My Linguistic Biography

Published online by Cambridge University Press:  02 June 2022

In Belgium, Piet Van Avermaet and Sven Sierens offer a joint biography where "Dutch" and local dialects were their norm. Both of them grew up in a multilingual environment with migrant classmates. As researchers, they turned to a critical sociolinguistic perspective to propose functional multilingual learning to give multilingual students a chance to use their linguistic repertoires.

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• My Linguistic Biography
• By Kelleen Toohey
• Edited by Gail Prasad , York University, Toronto , Nathalie Auger , Emmanuelle Le Pichon Vorstman , University of Toronto
• Book: Multilingualism and Education
• Online publication: 02 June 2022
• Chapter DOI: https://doi.org/10.1017/9781009037075.033

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Tanya Romero-Gonzalez

Linguistic Autobiography: A Reflection

I wrote the following linguistic autobiography in the Fall of 2012 as a reflective task for the linguistic seminar “Principles of Language Learning and Teaching” taught by Nelleke Van Deusen-Scholl.

I am from Málaga, Spain, and my native language is Spanish. I began learning English in primary school and continued through high school. The main focus of the classroom was grammar study with priority given to reading and writing. I was not the best student back then, but English was the subject I enjoyed most. I have an aunt who lives in Massachusetts, and I spent a month with her and her family in the States at age 12. For the next few years I continued to visit them during the summer and while I was able to understand English, I was reticent to actually speak it except when needed. I also took Latin for two years (which I really enjoyed but didn´t truly remember when I had to take my PhD required Latin course two summers ago). I also wanted to take French in high school, but the school decided that my overall grades were not good enough and that I should take an “easier” subject. Regardless, I was eventually required to take French at the end of high school, but everyone in the class had already taken either two or four years of French. I remember struggling through the class and just wanting to pass the exams. After that, the only other foreign language that I have formally studied has been Portuguese.

When it came to choosing a major (which in Spain you do prior to starting university) it was clear to me that I wanted to study English Philology. I realized, much to my and everyone else’s surprise, that I was a very capable student if I studied things that I liked (This also taught me a lot about the negative effects of (self)labeling students as “good” or “bad”, and about different types of learners ). After completing my BA and MA in English, I decided that I could continue studying what I loved, but this time in my native language. I find it linguistically curious that I have come to study/teach English in Spain and then study/teach Spanish in the States.

One of the hardest linguistic challenges has been coming to terms with my own native language and acce nt , as I sometimes encounter dialectal prejudices . One (well-intentioned) professor told me that my native accent was not “professional” and his comment caused me a great deal of self-consciousness. When I first began teaching Spanish, the textbooks often excluded Peninsular Spanish vocabulary and verb forms, and I felt it was unfair for my students that I used, for example, the “vosotros” form (the peninsular Spanish, second person plural pronoun). On the other hand, it did not seem natural to me to use “ustedes” and I was quite inconsistent, confusing both myself and my students. Then, one of my most linguistically enlightened professors helped me realize that my way of speaking was a way of integrating culture in the classroom . Since then, I work to make my students aware of the rich dialectal and cultural varieties that they can encounter in the Hispanic world .

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Language biographies for multilingual learning Brigitta Busch Aziza Jardine Angelika Tjoutuku - PRAESA

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Language Autobiography: Introduction/Reflection, Essay, Digital Video

I was waiting in the office. It was going to be another one of those conferences. These conferences were always the one event that I never looked forward to even though I knew I had nothing too bad to worry about. My report card looked amazing. It was definitely something I was proud of. I had A’s in all of my classes’ except for Algebra 1, it’s always math that’s my greatest weakness. I’m good at math, just never good enough to get an A. I always get the B. But that was the last thing on my mind. I couldn’t stop thinking about how the conference was going to be like. I was going to have to translate for my dad and my adviser’s back and forth. I hated talking Bengali in front of people whom I usually spoke English with. I just hated that awkward feel. I could just see the looks of my adviser’s when I start blabbering in Bengali for my dad. I wish that I didn’t have to translate in the first place. I mean my family and I have been living in a English speaking country for such a long time, why is translating so necessary?

Both of my brothers and sisters are a hundred percent fluent in English and I think that a lot of the time we think of English as our default language, putting Bengali second. If we could adjust to English so well why couldn’t my dad? I didn’t understand why my dad couldn’t speak proper English.

I was also upset over the fact that my mom wasn’t coming for the conference and that my dad was coming instead. I never really got a long with my dad. I had always preferred my mom. She always understood how I felt and we rarely ever argued. She also knew better English than my dad did, though she still had an accent. Even still, she spoke good enough to go through a report card conference without needing my help for translation. Also unlike my dad, she took ESOL classes a few years ago and she definitely benefited from it. But unfortunately she wasn’t going to be present during the conference. I sighed and looked at the door.

My dad walked into the office. He came over to me and asked where my conference was going to be.

My dad smiled and nodded at Ms. Diane and headed back out the office door. I followed him out and then stepped ahead of him so I could lead him to Mr. Chase’s room. I knocked on his door and walked in. Mr. Chase and Kay both shook hands with my dad.

I began to talk about my grades and how my hardworking earned me A’s, I talked about when I went to lit/math lab during all of my lunch hours through the benchmark season and how I planned to improve in Algebra by taking more standards the next quarter. After I was done talking I looked at my adviser’s, they smiled and asked me a few questions along with giving me some recommendations so that I could keep up with my good grades. I nodded at my teachers, satisfied with their responses, and unwillingly turned to my dad. He was looking too intently at my report card, I thought he didn’t listen to anything I had said, or even understood anything I had said for the past 5 minutes. I sighed in annoyance, and repeated everything I had already said translating it into Bengali for him. My dad looked at me and the narratives back and forth. He nodded his head when I talked about all the A’s. That’s all he ever cared about. After I was done with the translation I looked back at my adviser's. They smiled.

“Balo corso” My dad said, meaning that I did a good job.

“Great job, kiddo!” Mr. Chase said enthusiastically with a big smile.

“We’re proud of you” Mr. Kay said also smiling widely.

“Thanks” I said quietly.

My dad got up and shook hands with my advisers again. I said bye and headed out the door with my dad.

On the way home I was upset throughout the whole ride. I tried to construct my expression into one that wouldn’t give away any of my hidden emotion that I was feeling at the moment. I didn’t show any sign of dis decency. “Balo corso” that’s all he said. I couldn’t believe it. I worked so hard for the past three quarters in my first year of high school and all I get in the end are two lousy words: “good job?” I could think of so many other things my dad could have said. Things that a parent who spoke and understood perfect English could have said. Maybe something like “You did an amazing job this quarter? I’m so proud of you. Don’t you worry about that B in Algebra, I am a hundred percent sure that you can bring that up with just a little bit more effort.” In my head that seemed to be the perfect thing to say instead of just a “Balo corso.”

As soon as I came home I saw my brother and sister compare their report cards. My dad had picked up theirs just before my conference.

“How’d you do?” My sister said.

“Good, you?” I responded.

“Not bad” She said sounding annoyed.

“What’s wrong?” I said. I could hear the curiosity in my voice.

“You should have seen how my conference went! I had to translate for Abujaan, he didn’t respond to any of the questions that my teachers were asking. And I had to translate the whole time!” She blabbered.

I shook my head and smiled. My sister had basically summarized exactly what had happened in my conference. I think that my dad’s lack of speaking English didn’t just affect me but also my sister.

My dad grew up speaking Bengali and was first introduced to English when we moved to Philadelphia. English as a second language was probably a huge a for him. A change much greater for him, than for my siblings or me. “language spoken in the family, especially in immigrant families which are more insular, plays a large role in shaping the language of the child” said Amy Tan. I think that what Amy Tan is trying to say is that speaking English in a family that that always speaks a different language changes who the person is. Just like my dad, who can be perfectly comfortable speaking Bengali but just as uncomfortable speaking English around those who speak it as their native language. From my experiences speaking Bengali and then learning English along with my family, I can definitely say language plays a big role in my life and it shapes who I am in the different characters that I play in life.

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Language biographies and multilingual language use: A sociolinguistic study of young refugees from Syria, Iran, and Afghanistan living in Germany

This paper describes the individual experiences with migration-related multilingualism of young refugees from Syria, Iran, and Afghanistan living in Germany. Young refugees are a social group of particular linguistic interest because their late L2 learning takes place with limited family background and limited maintenance of heritage language and culture. These interview excerpts are connected to the current dissertation project titled “Sprachbiographien: Das Beispiel junger Geflüchteter aus Syrien, Iran und Afghanistan” (“Language Biographies: The example of young refugees from Syria, Iran and Afghanistan”). The nonrepresentative corpus of the study comprises 21 language biographical interviews with female and male refugees between 17 and 27 years. Specific guidelines were adhered to obtain insights into participants’ languages and cultural identities with a special focus on strategies of multilingual performances. The aim of this article is to show how young refugees’ language biographies are influenced by multilingual language use, based on selected samples from this survey.

1 Introduction

For the European Member States, 2015 was characterized above all by the immigration of asylum seekers. The rise in the number of asylum seekers led to administrative and infrastructure crises in many countries, which became the dominant topic of political debates under the term “refugee crisis” – both at European and national levels. Approximately 890,000 asylum seekers entered Germany in 2015 (c.f. BAMF 2015 ): 476,649 asylum applications (first and subsequent applications) were registered compared to just 202,834 in 2014; this corresponds to an increase of 135% in just one year.

The increase in immigration between 2015 and 2016 was mainly due to refugees from Syria, Iraq, and Afghanistan. The substantial group of unaccompanied minor refugees who entered the country, mostly from Afghanistan, Syria, Eritrea, and Somalia, presented a particular challenge. The Bundesamt für Migration und Flüchtlinge ( BAMF, “Federal Office for Immigration and Refugees”) registered approx. 67,000 unaccompanied minor refugees with and without asylum applications in Germany (c.f. BAMF 2017 ). This quantitative representation of the current migration movements (around 60 million people are displaced worldwide) and the heterogeneity of refugee groups regarding their origin, language, and the cause of flight are not included.

The divergent concepts of German language and inclusion policies and the efforts to develop didactic concepts to improve the linguistic inclusion of young refugees in school have not included the subjective experience of those affected by educational policy measures so far. Therefore, the focus of the present work is migration-related multilingualism using the example of young refugee’s language biographies. As a generation of migrants with traumatic experiences fleeing their home countries, their needs should receive special attention. These unaccompanied minor refugees work to fulfill the requirements of Germany’s integration policy, while they are at the same time dealing with their own sense of identity and language development in an unknown culture.

This article will discuss the exploratory qualitative analysis of young refugees’ insights regarding language learning, the connection between language and positioning, and the impact of biographical experiences of language learning on multilingual language use. For this purpose, the theoretical background of language biographies will first be examined. To conclude, it will be shown how language biography research can be reconciled with the empirical study of migration and multilingualism.

2 Language biographies in multilingual research

The narrative-qualitative approach of German language biography research offers the opportunity to “complement in particular studies related to migration and multilingualism or to lead to a better understanding of the results” (Holzhauser and Ritter 2019 :37, my translation). The different forms of migration share a resulting necessity: a new beginning in mostly all areas, often combined with the acquisition of a new language. The consequences can shape subsequent generations and are defined as a “biographical break” in research (ibid.: 34, my translation). The latter describes the consequence of a “language break when they are cut off from their previous sphere of communication, or a language transition, when contact communication is possible in transitions as well as in language attempts” (cf. ibid, my translation). Thus, the migration-related multilingualism is the object of investigation in language biographical studies.

With the narrative or discursive turn of the 1970s, narratives were manifested as a scientific subject of study in the humanities and social sciences (cf. Busch 2011 ; Pavlenko 2007 ). This speaker-centered approach was and is characterized by a wide variety of disciplines: psychological, sociological, and literary moments play an important role in language biography research. Autobiographical narration in the context of interviews finally found its way into linguistics and foreign language research at the end of the 1990s (see Busch 2017 ). The aim of studying autobiographical narratives should be to capture individual experiences of learning a foreign language in a social context. This development led away from the idea of a linear language acquisition towards a speaker-focused situation of acquisition (see Pavlenko 2007 ), which considers social, ethnic, gender-specific, and emotive contexts.

Thus, in second and foreign language research, the focus was no longer only on the degree of successful language acquisition with failure analyses, but also on the personal-social level of multilinguals, such as language attitudes, language use, and the context of (multilingual) practice. Language biographical data can be collected using a wide variety of written or oral methods which are often combined: language biographical interviews, language learning diaries, or literary autobiographies or memoirs (see Busch 2011 , 2017 ). The visualization of language biographies by language portraits (see Krumm and Jenkins 2001 ) or the written collection of language biographical data (cf. Franceschini 2002 ) represents further possibilities for language biographical data collection.

Until today, language biographical surveys have been conducted from a wide range of perspectives (see Keim and Knöbl 2007 ; König 2014 ; Veronesi 2010 ). In addition to the preoccupation with individual multilingualism (see Franceschini 2010 ), social multilingualism (Riehl 2014 :12) is also in the foreground of linguistic studies. Aneta Pavlenko ( 2005 ) engaged the interrelationships between multilingualism and emotions. Bärbel Treichel ( 2004 ) takes a collective-social perspective on multilingualism using the example of Wales. In addition, the inter-influential correlation between language and identity plays a decisive role in the field of recent language biography research and migration-related multilingualism (König 2014 ; Thiez 2018 ).

In the context of the present study, language biographies can be defined as sociolinguistic research subject, which is constructed by a dialogical interaction/stimulus with the focus on language acquisition, (multi-)language use, context of language use, and language attitudes.

3 Analytical method

The survey design is based on Rita Franceschini’s Center-Periphery-Model, CPM (c.f. 2001 ). As mentioned earlier, Franceschini emphasizes that a person’s linguistic autobiography is not static, but dynamic . Initial competence of an individual’s first language is enhanced by competence of other languages and varieties. However, linguistic competences are not all connected with the same functions and identifications (ibid.). The development of each language and code has to do with the individual and their experiences over the course of a lifetime. One reason for the resulting linguistic repertoire can also be migration. The resulting feature of the migration-related language biography is the highly uncontrolled language acquisition, which is particularly linked to situations and contexts. The dominance of different languages changes over the course of life and enters the center or periphery of language use.

What are the language learning situations in the countries of origin and the countries of migration?

What is the pattern of language use in daily life before and after forced migration?

What is the context of multilingual practice in the countries of origin and the country of migration?

Based on these criteria and questions, the study focuses on young refugee’s multilingual use in hosting society, influenced by migration-related language biographies. In the context of the CPM, the participant’s view on controlled or uncontrolled learning situations, language use in private and public settings, and functional language use, limited to social situations/acting, and communication agents are categorized (see Figure 1 ).

Principal categories, subcategory, and definition.

All mentioned categories and definitions must be considered in a dichotomous positioning process between the society of origin and the host society, or between the L1/other varieties and the migration-related foreign language.

The selection of the sample was carried out in cooperation with a housing project initiated by the Munich City Youth Office at the beginning of the 1990s and the school “ Flüchtlinge in Beruf und Schule (FLÜB&S)” “refugees in education and school.” The survey is conducted with the help of lay interpreters, who translated in moments when language comprehension was difficult (written in italics in the excerpts). Based on the dissertation project, data were collected through semi-structured interviews. The qualitative and exploratory approach of data collection is also reflected in the evaluation: content-structuring analysis according to Mayring ( 2015 ) serves to categorize the interview data, based on MAXQDA. The procedure in the qualitative data analysis is pointed by integrating key examples.

The participants in the nonrepresentative study are female and male unaccompanied minors (UM), accompanied minors (AM), and unaccompanied adolescents (UA) between 17 and 27 years of age, who had been in Germany on average between two and three years at the time of the survey. The group of respondents consists of a total of 21 participants, seven persons per country of origin. Two thirds of the participants are male (see Table 1 ). On average, the refugees surveyed are 20 years old. Nine of the participants were one year away from receiving their Qualifizierender Hauptschulabschluss “Qualifying lower secondary school certificate,” which qualifies them for vocational training. Eight of the respondents had already passed the “Qualifying lower secondary school certificate” at the time of the survey.

Participants

Language level at the time of the survey compared to the time of residence in Germany.

Respondents mainly had a language level between B1 and B2 (according to the Common European Framework of Reference ). Three of the interviewed participants fled to Germany with their families and belong to the group of accompanied minors (AM). Five of the interviewees belong to the group of unaccompanied adolescents (UA). Thirteen young refugees can be added to the group of unaccompanied minors (UM). All the mentioned classifications of social status were based on the time of migration to Germany.

As the figure shows, most participants speak German as a foreign language at language level between B1 and B2. Most B1-speakers belong to the UA-group and have been living in Germany for two to three years (see Figure 2 ). Seven to eight young refugees have a certified B2 language level, seven of whom are also members of the UA-group. Three Syrian participants who have language levels between A2 and B1 and have been living on average 3.2 years in Germany fled to Germany with their families as accompanied minors (AM) and were unable to attend school because of the ongoing war situation in their country of origin.

4 Findings and discussion

Thanks to the migration to Germany and the German school system, Afghan refugees had the first experience of attending a foreign language course (or language lessons with appropriate literacy). This was partly due to the fact that all male participants described that they had to support their families through additional work, for example at the market, and therefore only attended the first three school classes at the maximum. Moreover, the situation in Kunduz , Zindan, or Parwan (three of the places mentioned in the interview, before the adolescents fled from the Taliban to Kabul) was too dangerous for the young refugees.

P1 also describes Arabic as a functional-receptive language. Arabic is not included in the language biography constructed by P1 (which consists of Dari, Farsi, Urdu, English, and German). Arabic also seems to be perceived as a peripheral language.

Young refugees have opportunities to speak German mainly in the context of educational institutions or in contact situations with the hosting society.

The young man describes his difficulties in communicating with the hosting society, but the language contact situation with the hosting society leads to conflicting positions: ethnic conflicts which were originally prevalent in Afghanistan also lead to a linguistically constructed external positioning, which also concerns German as language of migration.

5 Conclusion

The analysis of the presented CP-Model and the selected excerpts of interviews demonstrated that refugee’s L1 is predominantly in the focus of their language biography, living in Germany with an average stay of three years.

Young refugees used German as a public language, independent of the mentioned social categories UM, AM, UA, and AA. The participants including those living in ethnically heterogeneous housing initiatives are mainly ethnically equal to their peer groups. Languages from the center of attention that led to multilingual everyday life in the country of origin have moved to the periphery of language attention, unless they are used as a contact requirement (e.g., in housing initiatives or schools). For all refugees, there is usually no contact with the hosting society in the private setting, especially not with age-appropriate groups. In exceptional cases, young refugees were brought into contact with the hosting society mainly through voluntary initiatives over specific periods of time, with most respondents believing that only contact with persons who speak German as L1 would enable language skills. German teaching in the hosting society was mainly associated with learning grammatical structures. It was criticized that writing skills and text comprehension would not be sufficiently facilitated. In addition, the language biographical narratives referring to the country of origin showed that the teaching concept was highly authoritarian, gender-segregated, and above all in frontal interaction. This learning concept led to a contrast situation in German classrooms.

The presented analysis focuses on both the language biographical experiences related to multilingual use/language learning and the connected formation of the multiethnic group of young refugees, living in Germany. The exploratory analysis of the connection between language biographies and multilingualism has shown that language biographies created in narrative interviews allow conclusions about the use of multilingualism: Center languages pass over into peripheral languages and multilingual practice is transformed into a functional, context-sensitive bilingualism, which is separated in public and private language use. In addition, it was shown that multilingual use is not only tied to personal and situational contexts, but is also linked to biographical experiences. Depending on the language positioning in the CP-Model mentioned here, multilingual use is influenced by language biographical experiences. Not only the multilingual use, but also the language biography as an overall production are influenced. The observed characteristics of multilingual use, which are influenced by language biographies, are based on exemplary case analyses. Whether these are characteristics that occur among young refugees at the beginning of their migration must be checked on a broader empirical basis within the framework of this dissertation.

Acknowledgement

This study would not have been possible without the support and encouragement of many people: First of all, thank you to all the interviewees who agreed to share their personal stories and language biographies. I would also like to thank the interpreters Morsal, Scherief and Scherzad for their engagement. Thank you to all the employees of Auerhaus München and FLÜB&S for their trust and support. Last but not least, I am grateful to my colleagues Christina Mutter and Melanie Keller for their patience and help.

Funding information: Authors state no funding involved.

Data availability statement: The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.

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How to Write a Biography

Biographies are big business. Whether in book form or Hollywood biopics, the lives of the famous and sometimes not-so-famous fascinate us.

While it’s true that most biographies are about people who are in the public eye, sometimes the subject is less well-known. Primarily, though, famous or not, the person who is written about has led an incredible life.

In this article, we will explain biography writing in detail for teachers and students so they can create their own.

While your students will most likely have a basic understanding of a biography, it’s worth taking a little time before they put pen to paper to tease out a crystal-clear definition of one.

What Is a Biography?

A biography is an account of someone’s life written by someone else . While there is a genre known as a fictional biography, for the most part, biographies are, by definition, nonfiction.

Generally speaking, biographies provide an account of the subject’s life from the earliest days of childhood to the present day or, if the subject is deceased, their death.

The job of a biography is more than just to outline the bare facts of a person’s life.

Rather than just listing the basic details of their upbringing, hobbies, education, work, relationships, and death, a well-written biography should also paint a picture of the subject’s personality and experience of life.

Full Biographies

Teaching unit.

Teach your students everything they need to know about writing an AUTOBIOGRAPHY and a BIOGRAPHY.

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Features of a Biography

Before students begin writing a biography, they’ll need to have a firm grasp of the main features of a Biography. An excellent way to determine how well they understand these essential elements is to ask them to compile a checklist like the one-blow

Their checklists should contain the items below at a minimum. Be sure to help them fill in any gaps before moving on to the writing process.

The purpose of a biography is to provide an account of someone’s life.

Biography structure.

ORIENTATION (BEGINNING) Open your biography with a strong hook to grab the reader’s attention

SEQUENCING: In most cases, biographies are written in chronological order unless you are a very competent writer consciously trying to break from this trend.

COVER: childhood, upbringing, education, influences, accomplishments, relationships, etc. – everything that helps the reader to understand the person.

CONCLUSION: Wrap your biography up with some details about what the subject is doing now if they are still alive. If they have passed away, make mention of what impact they have made and what their legacy is or will be.

BIOGRAPHY FEATURES

LANGUAGE Use descriptive and figurative language that will paint images inside your audience’s minds as they read. Use time connectives to link events.

PERSPECTIVE Biographies are written from the third person’s perspective.

DETAILS: Give specific details about people, places, events, times, dates, etc. Reflect on how events shaped the subject. You might want to include some relevant photographs with captions. A timeline may also be of use depending upon your subject and what you are trying to convey to your audience.

TENSE Written in the past tense (though ending may shift to the present/future tense)

THE PROCESS OF WRITING A BIOGRAPHY

Like any form of writing, you will find it simple if you have a plan and follow it through. These steps will ensure you cover the essential bases of writing a biography essay.

Firstly, select a subject that inspires you. Someone whose life story resonates with you and whose contribution to society intrigues you. The next step is to conduct thorough research. Engage in extensive reading, explore various sources, watch documentaries, and glean all available information to provide a comprehensive account of the person’s life.

Creating an outline is essential to organize your thoughts and information. The outline should include the person’s early life, education, career, achievements, and any other significant events or contributions. It serves as a map for the writing process, ensuring that all vital information is included.

Your biography should have an engaging introduction that captivates the reader’s attention and provides background information on the person you’re writing about. It should include a thesis statement summarising the biography’s main points.

Writing a biography in chronological order is crucial . You should begin with the person’s early life and move through their career and achievements. This approach clarifies how the person’s life unfolded and how they accomplished their goals.

A biography should be written in a narrative style , capturing the essence of the person’s life through vivid descriptions, anecdotes, and quotes. Avoid dry, factual writing and focus on creating a compelling narrative that engages the reader.

Adding personal insights and opinions can enhance the biography’s overall impact, providing a unique perspective on the person’s achievements, legacy, and impact on society.

Editing and proofreading are vital elements of the writing process. Thoroughly reviewing your biography ensures that the writing is clear, concise, and error-free. You can even request feedback from someone else to ensure that it is engaging and well-written.

Finally, including a bibliography at the end of your biography is essential. It gives credit to the sources that were used during research, such as books, articles, interviews, and websites.

Tips for Writing a Brilliant Biography

Biography writing tip #1: choose your subject wisely.

There are several points for students to reflect on when deciding on a subject for their biography. Let’s take a look at the most essential points to consider when deciding on the subject for a biography:

Interest: To produce a biography will require sustained writing from the student. That’s why students must choose their subject well. After all, a biography is an account of someone’s entire life to date. Students must ensure they choose a subject that will sustain their interest throughout the research, writing, and editing processes.

Merit: Closely related to the previous point, students must consider whether the subject merits the reader’s interest. Aside from pure labors of love, writing should be undertaken with the reader in mind. While producing a biography demands sustained writing from the author, it also demands sustained reading from the reader.

Therefore, students should ask themselves if their chosen subject has had a life worthy of the reader’s interest and the time they’d need to invest in reading their biography.

Information: Is there enough information available on the subject to fuel the writing of an entire biography? While it might be a tempting idea to write about a great-great-grandfather’s experience in the war. There would be enough interest there to sustain the author’s and the reader’s interest, but do you have enough access to information about their early childhood to do the subject justice in the form of a biography?

Biography Writing Tip #2: R esearch ! Research! Research!

While the chances are good that the student already knows quite a bit about the subject they’ve chosen. Chances are 100% that they’ll still need to undertake considerable research to write their biography.

As with many types of writing , research is an essential part of the planning process that shouldn’t be overlooked. If students wish to give as complete an account of their subject’s life as possible, they’ll need to put in the time at the research stage.

An effective way to approach the research process is to:

1. Compile a chronological timeline of the central facts, dates, and events of the subject’s life

2. Compile detailed descriptions of the following personal traits:

•      Physical looks
•      Character traits
•      Values and beliefs

3. Compile some research questions based on different topics to provide a focus for the research:

• Childhood : Where and when were they born? Who were their parents? Who were the other family members? What education did they receive?
• Obstacles: What challenges did they have to overcome? How did these challenges shape them as individuals?
• Legacy: What impact did this person have on the world and/or the people around them?
• Dialogue & Quotes: Dialogue and quotations by and about the subject are a great way to bring color and life to a biography. Students should keep an eagle eye out for the gems that hide amid their sources.

As the student gets deeper into their research, new questions will arise that can further fuel the research process and help to shape the direction the biography will ultimately go in.

Likewise, during the research, themes will often begin to suggest themselves. Exploring these themes is essential to bring depth to biography, but we’ll discuss this later in this article.

Research Skills:

Researching for biography writing is an excellent way for students to hone their research skills in general. Developing good research skills is essential for future academic success. Students will have opportunities to learn how to:

• Gather relevant information
• Evaluate different information sources
• Select suitable information
• Organize information into a text.

Students will have access to print and online information sources, and, in some cases, they may also have access to people who knew or know the subject (e.g. biography of a family member).

These days, much of the research will likely take place online. It’s crucial, therefore, to provide your students with guidance on how to use the internet safely and evaluate online sources for reliability. This is the era of ‘ fake news ’ and misinformation after all!

COMPLETE TEACHING UNIT ON INTERNET RESEARCH SKILLS USING GOOGLE SEARCH

Teach your students ESSENTIAL SKILLS OF THE INFORMATION ERA to become expert DIGITAL RESEARCHERS.

⭐How to correctly ask questions to search engines on all devices.

⭐ How to filter and refine your results to find exactly what you want every time.

⭐ Essential Research and critical thinking skills for students.

⭐ Plagiarism, Citing and acknowledging other people’s work.

⭐ How to query, synthesize and record your findings logically.

BIOGRAPHY WRITING Tip #3: Find Your Themes In Biography Writing

Though predominantly a nonfiction genre, the story still plays a significant role in good biography writing. The skills of characterization and plot structuring are transferable here. And, just like in fiction, exploring themes in a biographical work helps connect the personal to the universal. Of course, these shouldn’t be forced; this will make the work seem contrived, and the reader may lose faith in the truthfulness of the account. A biographer needs to gain and maintain the trust of the reader.

Fortunately, themes shouldn’t need to be forced. A life well-lived is full of meaning, and the themes the student writer is looking for will emerge effortlessly from the actions and events of the subject’s life. It’s just a case of learning how to spot them.

One way to identify the themes in a life is to look for recurring events or situations in a person’s life. These should be apparent from the research completed previously. The students should seek to identify these patterns that emerge in the subject’s life. For example, perhaps they’ve had to overcome various obstacles throughout different periods of their life. In that case, the theme of overcoming adversity is present and has been identified.

Usually, a biography has several themes running throughout, so be sure your students work to identify more than one theme in their subject’s life.

BIOGRAPHY WRITING Tip: #4 Put Something of Yourself into the Writing

While the defining feature of a biography is that it gives an account of a person’s life, students must understand that this is not all a biography does. Relating the facts and details of a subject’s life is not enough. The student biographer should not be afraid to share their thoughts and feelings with the reader throughout their account of their subject’s life.

The student can weave some of their personality into the fabric of the text by providing commentary and opinion as they relate the events of the person’s life and the wider social context at the time. Unlike the detached and objective approach we’d expect to find in a history textbook, in a biography, student-writers should communicate their enthusiasm for their subject in their writing.

This makes for a more intimate experience for the reader, as they get a sense of getting to know the author and the subject they are writing about.

Biography Examples For Students

• Year 5 Example
• Year 7 Example
• Year 9 Example

“The Rock ‘n’ Roll King: Elvis Presley”

Elvis Aaron Presley, born on January 8, 1935, was an amazing singer and actor known as the “King of Rock ‘n’ Roll.” Even though he’s been dead for nearly 50 years, I can’t help but be fascinated by his incredible life!

Elvis grew up in Tupelo, Mississippi, in a tiny house with his parents and twin brother. His family didn’t have much money, but they shared a love for music. Little did they know Elvis would become a music legend!

When he was only 11 years old, Elvis got his first guitar. He taught himself to play and loved singing gospel songs. As he got older, he started combining different music styles like country, blues, and gospel to create a whole new sound – that’s Rock ‘n’ Roll!

In 1954, at the age of 19, Elvis recorded his first song, “That’s All Right.” People couldn’t believe how unique and exciting his music was. His famous hip-swinging dance moves also made him a sensation!

Elvis didn’t just rock the music scene; he also starred in movies like “Love Me Tender” and “Jailhouse Rock.” But fame came with challenges. Despite facing ups and downs, Elvis kept spreading happiness through his music.

Tragically, Elvis passed away in 1977, but his music and charisma live on. Even today, people worldwide still enjoy his songs like “Hound Dog” and “Can’t Help Falling in Love.” Elvis Presley’s legacy as the King of Rock ‘n’ Roll will live forever.

Long Live the King: I wish I’d seen him.

Elvis Presley, the Rock ‘n’ Roll legend born on January 8, 1935, is a captivating figure that even a modern-day teen like me can’t help but admire. As I delve into his life, I wish I could have experienced the magic of his live performances.

Growing up in Tupelo, Mississippi, Elvis faced challenges but found solace in music. At 11, he got his first guitar, a symbol of his journey into the world of sound. His fusion of gospel, country, and blues into Rock ‘n’ Roll became a cultural phenomenon.

The thought of being in the audience during his early performances, especially when he recorded “That’s All Right” at 19, sends shivers down my spine. Imagining the crowd’s uproar and feeling the revolutionary energy of that moment is a dream I wish I could have lived.

Elvis wasn’t just a musical prodigy; he was a dynamic performer. His dance moves, the embodiment of rebellion, and his roles in films like “Love Me Tender” and “Jailhouse Rock” made him a true icon.

After watching him on YouTube, I can’t help but feel a little sad that I’ll never witness the King’s live performances. The idea of swaying to “Hound Dog” or being enchanted by “Can’t Help Falling in Love” in person is a missed opportunity. Elvis may have left us in 1977, but he was the king of rock n’ roll. Long live the King!

Elvis Presley: A Teen’s Take on the Rock ‘n’ Roll Icon”

Elvis Presley, born January 8, 1935, was a revolutionary force in the music world, earning his title as the “King of Rock ‘n’ Roll.” Exploring his life, even as a 16-year-old today, I’m captivated by the impact he made.

Hailing from Tupelo, Mississippi, Elvis grew up in humble beginnings, surrounded by the love of his parents and twin brother. It’s inspiring to think that, despite financial challenges, this young man would redefine the music scene.

At 11, Elvis got his first guitar, sparking a self-taught journey into music. His early gospel influences evolved into a unique fusion of country, blues, and gospel, creating the electrifying genre of Rock ‘n’ Roll. In 1954, at only 19, he recorded “That’s All Right,” marking the birth of a musical legend.

Elvis wasn’t just a musical innovator; he was a cultural phenomenon. His rebellious dance moves and magnetic stage presence challenged the norms. He transitioned seamlessly into acting, starring in iconic films like “Love Me Tender” and “Jailhouse Rock.”

However, fame came at a cost, and Elvis faced personal struggles. Despite the challenges, his music continued to resonate. Even now, classics like “Hound Dog” and “Can’t Help Falling in Love” transcend generations.

Elvis Presley’s impact on music and culture is undeniable. He was known for his unique voice, charismatic persona, and electrifying performances. He sold over one billion records worldwide, making him one of the best-selling solo artists in history. He received numerous awards throughout his career, including three Grammy Awards and the Grammy Lifetime Achievement Award.

Elvis’s influence can still be seen in today’s music. Many contemporary artists, such as Bruno Mars, Lady Gaga, and Justin Timberlake, have cited Elvis as an inspiration. His music continues to be featured in movies, TV shows, and commercials.

Elvis left us in 1977, but his legacy lives on. I appreciate his breaking barriers and fearlessly embracing his artistic vision. Elvis Presley’s impact on music and culture is timeless, a testament to the enduring power of his artistry. His music has inspired generations and will continue to do so for many years to come.

Teaching Resources

Use our resources and tools to improve your student’s writing skills through proven teaching strategies.

BIOGRAPHY WRITING TEACHING IDEAS AND LESSONS

We have compiled a sequence of biography-related lessons or teaching ideas that you can follow as you please. They are straightforward enough for most students to follow without further instruction.

BIOGRAPHY LESSON IDEA # 1:

This session aims to give students a broader understanding of what makes a good biography.

Once your students have compiled a comprehensive checklist of the main features of a biography, allow them to use it to assess some biographies from your school library or on the internet using the feature checklist.

When students have assessed a selection of biographies, take some time as a class to discuss them. You can base the discussion around the following prompts:

• Which biographies covered all the criteria from their checklist?
• Which biographies didn’t?
• Which biography was the most readable in terms of structure?
• Which biography do you think was the least well-structured? How would you improve this?

Looking at how other writers have interpreted the form will help students internalize the necessary criteria before attempting to produce a biography. Once students have a clear understanding of the main features of the biography, they’re ready to begin work on writing a biography.

When the time does come to put pen to paper, be sure they’re armed with the following top tips to help ensure they’re as well prepared as possible.

BIOGRAPHY LESSON IDEA # 2:

This session aims to guide students through the process of selecting the perfect biography subject.

Instruct students to draw up a shortlist of three potential subjects for the biography they’ll write.

Using the three criteria mentioned in the writing guide (Interest, Merit, and Information), students award each potential subject a mark out of 5 for each of the criteria. In this manner, students can select the most suitable subject for their biography.

BIOGRAPHY LESSON IDEA # 3:

This session aims to get students into the researching phase, then prioritise and organise events chronologically.

Students begin by making a timeline of their subject’s life, starting with their birth and ending with their death or the present day. If the student has yet to make a final decision on the subject of their biography, a family member will often serve well for this exercise as a practice exercise.

Students should research and gather the key events of the person’s life, covering each period of their life from when they were a baby, through childhood and adolescence, right up to adulthood and old age. They should then organize these onto a timeline. Students can include photographs with captions if they have them.

They can present these to the class when they have finished their timelines.

BIOGRAPHY LESSON IDEA # 4:

Instruct students to look over their timeline, notes, and other research. Challenge them to identify three patterns that repeat throughout the subject’s life and sort all the related events and incidents into specific categories.

Students should then label each category with a single word. This is the thematic concept or the broad general underlying idea. After that, students should write a sentence or two expressing what the subject’s life ‘says’ about that concept.

This is known as the thematic statement . With the thematic concepts and thematic statements identified, the student now has some substantial ideas to explore that will help bring more profound meaning and wider resonance to their biography.

BIOGRAPHY LESSON IDEA # 5:

Instruct students to write a short objective account of an event in their own life. They can write about anyone from their past. It needn’t be more than a couple of paragraphs, but the writing should be strictly factual, focusing only on the objective details of what happened.

Once they have completed this, it’s time to rewrite the paragraph, but they should include some opinion and personal commentary this time.

The student here aims to inject some color and personality into their writing, to transform a detached, factual account into a warm, engaging story.

A COMPLETE UNIT ON TEACHING BIOGRAPHIES

Teach your students to write AMAZING BIOGRAPHIES & AUTOBIOGRAPHIES using proven RESEARCH SKILLS and WRITING STRATEGIES .

• Understand the purpose of both forms of biography.
• Explore the language and perspective of both.
• Prompts and Challenges to engage students in writing a biography.
• Dedicated lessons for both forms of biography.
• Biographical Projects can expand students’ understanding of reading and writing a biography.
• A COMPLETE 82-PAGE UNIT – NO PREPARATION REQUIRED.

FREE Biography Writing Graphic Organizer

Use this valuable tool in the research and writing phases to keep your students on track and engaged.

WRITING CHECKLIST & RUBRIC BUNDLE

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To Conclude

By this stage, your students should have an excellent technical overview of a biography’s essential elements.

They should be able to choose their subject in light of how interesting and worthy they are, as well as give consideration to the availability of information out there. They should be able to research effectively and identify emerging themes in their research notes. And finally, they should be able to bring some of their personality and uniqueness into their retelling of the life of another.

Remember that writing a biography is not only a great way to develop a student’s writing skills; it can be used in almost all curriculum areas. For example, to find out more about a historical figure in History, to investigate scientific contributions to Science, or to celebrate a hero from everyday life.

Biography is an excellent genre for students to develop their writing skills and to find inspiration in the lives of others in the world around them.

HOW TO WRITE A BIOGRAPHY TUTORIAL VIDEO

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Explore our Teaching Unit on BIOGRAPHY WRITING

How to write a biography essay

• March 29, 2022

A biography essay is a type of academic writing that tells the story of someone’s life, typically focusing on their achievements, struggles, and impact on the world.

In this article, we’ll provide you with a step-by-step guide on how to write a compelling biography essay that engages readers and tells the story of a person’s life in a meaningful way.

Choose a person to write a biography

First you need to choose a person to write about. The person should have made significant contributions to his/her respective field. This person should also be well-known as you will need resources to find information.

For this guide, we will be writing our biography essay on French-Algerian philosopher and author Albert Camus . There’re some reasons why Albert Camus is a suitable topic for a biography essay:

• He is an influential person in his field.
• He has many works that we can refer to in our essay .​
• There are many reliable sources where we can find information about him. ​

Gather information on the person

You need some information about your the person you chose. While getting this information, pay attention to two main factors: the credibility of your source and what information you are putting in your essay.

Credibility of your source

• Does this source have any authors and/or editors listed?
• Does this source cite or link to trustworthy sources?​
• Is this source prepared professionally?​

If your sources check all the boxes, they are most likely reliable sources . However, if a source doesn’t have any authors, has no citation, or is poorly written, consider it risky.

Information included in the essay

• Is this information useful in the context of my essay?
• Is this development remarkable in my subject’s life story? ​

You can definitely add the information if they meet these criteria. If not, it’s best to keep them out.

Use of important information on the person

Now, we will be choosing information from Albert Camus’ life story to include in our biography essay. 

• Albert Camus was born on 7 November 1913 in French Algeria. (We choose to include this information because it is reasonable to start with this line for a biography essay.)
• He published his essay The Myth of Sisyphus in the year 1942. (This information is essential because this essay explains his notion of “the absurd,” a philosophy he is widely known for.)​
• He was awarded the Nobel Prize for Literature in 1957. (This event is a significant acknowledgment of his works; therefore, it should be included.)​
• He died on 4 January 1960 in France. (A reasonable ending point for a biography essay.) ​

Create an outline

Preparing an outline is essential for biography essays just like any other essay . You can follow our typical outline preparing process in this step because biography essays also adhere to the traditional essay structure.

Biography Essay Outline Example

Albert Camus Biography Essay

• Open with a curious quote by Albert Camus
• Explain how Camus contributed to his field
• Further explore Albert Camus' stance on the field
• Present your thesis statement
• Topic sentence of your paragraph
• Albert's accomplishments and more personal information
• Closing sentence
• Restate your thesis statement
• Mention the importance of Albert Camus
• Finish your essay with memorable concluding sentences by highlighting Camus' importance

Important reminder

Write an introduction.

The introduction paragraph is crucial. Because you need to grab the reader’s attention at this part. This is where a hook sentence is useful. With a hook sentence , you can start your essay in multiple interesting directions for you reader: 

• Start your introduction with a quote from your subject, especially one that reveals their personality.
• Start with an intriguing story or an interesting anecdote about your subject. ​
• Start by informing the reader about a significant accomplishment of your subject.​

Biography essay introduction example

“You will never be happy if you continue to search for what happiness consists of. You will never live if you are looking for the meaning of life.” This is a quote by French-Algerian philosopher, writer, and journalist Albert Camus. Camus was born in French Algeria on 7 November 1913. Opening: Intriguing quote that grabs the reader’s attention and summarizes Camus’ philosophy He is one of the most prominent writers of absurdist philosophical thought. Subject: A sentence which explains the subject’s contribution to their field. Through his works, Camus contributed to the rise of the absurdist philosophy, which was essentially a response to nihilism. Stance: Further explanation of the subject’s stance on the field He wrote works that conveyed an abiding faith in the human race’s displaced but still righteous situation. Thesis statement: You highlight your stand and main focus of the essay.

Biography essay body paragraphs

This is the section where the results of your research come in. Like other types of essays, body paragraphs are the central part of your biography essay (see biography essay example ).

Through these paragraphs, you will discuss the milestones in your subject’s life, their accomplishments, and their works.

Biography essay body paragraph example

During his literary career, Camus published his works in three cycles. In each cycle, he published a novel, an essay, and a play. The first cycle of his works was on “the absurd,” and they were published from 1942 to 1944. Topic sentence: Further exploration of the claim presented in the introduction. This cycle’s works were some of his most significant works: The Stranger as the novel, The Myth of Sisyphus as the essay, and Caligula as the play. Camus also explored the concepts “the revolt” and “the love” through the cycle structure. Subject’s accomplishments: Reveal of the subject’s extensive work on the field Through his major works, Camus earned the Nobel Prize for Literature, and he then published his work named Algerian Chronicles. This work revealed his pacifist tendencies. Personal information: Brief introduction into the subject’s personal reflections. After Camus’ death, two more works of his were released. One is his novel titled A Happy Death and an unfinished autobiographical novel named The First Man. Some of the significant themes Camus explores through his literary career are alienation, rebellion, and guilt. Closing sentence: Information on the subject’s identity.

Biography essay conclusion

In your conclusion paragraph , what you need to do is to bring in your final thoughts. Do not make the mistake (see common mistakes ) of only repeating the claims you made throughout the essay.

As an alternative, you can choose to tie your subject’s legacy into the current day . You can ask yourself these questions to figure out what to say in your conclusion paragraph:

• What was my subject’s contribution to the ideas/events that are relevant today?
• Are they still remembered? How do people honor their work?​
• Out of the people that are significant today, who did my subject influence?​

Biography essay conclusion example

Camus died on 4 January 1960, when he was only 46 years old. He died in a car crash, and many scholars point out the “absurdity” of his death. Restatement: Connection with the subject’s main works Since Camus himself had previously stated that the most absurd way of dying he could think of would be a car accident, people regard his death as ironic. Today, Albert Camus is still considered to be one of the most significant thinkers of Western philosophy. Importance of the person: The subject’s relevancy today He is acknowledged as one of the most critical contributors of the absurdist philosophy. He is referred to as one of the best literary writers of his genre and one of the best thinkers of his age. Closing statement: Concluding sentences by highlighting the subject’s influence

Now you know all the separate parts of a biography essay and how to create them.  Remember that these steps can be used in all academic essays.

Before closing this article, let’s have a look at an extensive biography essay example on Mustafa Kemal Ataturk , you see below. 

5-Paragraph Biography Essay Example

Mustafa Kemal Atatürk: The Modernizer of Turkey

Introduction

Body paragraphs, key takeaways.

• A biography essay should tell the story of a person's life, but also focus on their contributions and impact.
• Start by doing thorough research and organizing your information into a chronological outline.
• Use vivid details and anecdotes to bring your subject to life and make the essay engaging for the reader.
• Incorporate analysis and reflection to help the reader understand the significance of the subject's life and work.
• End with a strong conclusion that summarizes the key points and leaves the reader with a lasting impression.

Frequently Asked Questions

How do you start a biography essay.

Start your biography essay by giving a general information about your subject, such as their profession or importance.

What is biography example?

Biography is a literary work in which a person’s life is narrated. They are based on facts, and the main purpose of them is educating people about well-known individuals.

How do you write an outline for a biography?

A proper biography outline should include details about the information that will be presented in the introduction, body paragraphs, and conclusion.

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How to Write a Biography Essay: Tips, Outline & Sample

Brendaw Waller

May 30, 2024

Read Time: 5 min

You might be familiar with the word biography. A biography means a written account of another person’s life. As a high school, college or university student, a biography essay is one of the basic requirements to complete your academic program. Writing a biographical essay becomes hectic when you don’t have time or the required skills. But don’t worry. If you find biography writing to be a time-consuming task or lack the required skills, consider utilizing our  biography writing services . Nerdpapers offers professional support in crafting well researched and engaging biographies that meet academic standards. Now let’s teach you how to write a biography essay!

What is a biographical essay?

Before you start learning how to write a biography essay, you should first understand what a biographical essay is?

It is unique in that it paints the true picture of a person. A biographical essay is one that describes the life and work of a certain individual. Generally, biographical essays are of two types. The first one is used in the academic context, where students have to write an essay about a historical figure or person that is important to the writer. You have to follow the specific structure (introduction, body, and conclusion) in this type of essay. These types of essays are common in colleges as well as universities. On the other hand, the second type of biographical essay does not follow the academic structure and only presents certain moments and experiences of the subject’s life. 

Biography Essay Outline

Even if they differ from other essays in some ways, biographical essays still follow a specific pattern and structure. With the help of the biographical essay outline, you can better arrange your ideas and ensure that you don’t forget any crucial details. This structured approach to will streamline your process and result in a more engaging essay. So, how to write a biography essay outline? Sometimes, professors specify a five paragraph standard structure. This means that your biography essay outline will consist of these components such as:

Introduction

• Body Paragraph no 1
• Body paragraph no 2
• Body paragraph no 3

Now, you have a clear understanding of the biography writing format. It’s time to learn about how to write a biography paper.

How to write a biography essay?

A biography essay is unique in that it paints the true picture of a person. It can also serve as a tool through which you can show different aspects of a well-known person’s life about which other people don’t know. Moreover, it is an interesting method to learn about famous people. Here are a few steps that will help you to follow the biography writing format. 

Most students are wondering, ‘How to write an introduction for a biography essay’? That makes a good impression on the reader. It is the first paragraph of your biography paper. So, you should pay extra attention to what you are writing in this section.  Start with an attention grabbing hook that will set the tone of this entire section. Write basic information about the person, such as their name, DOB, birthplace, parents name, etc. Then, end the introduction with a strong thesis statement. 

Body Paragraph

Body paragraphs are the central parts of your essay. You will discuss the goals and milestones of the subject’s life and achievements with the help of these paragraphs.  If you plan to follow five paragraph structures, then this section will have three body paragraphs. There is no standard way to categorize your biography essay, but since you’re writing about a person’s life – you can talk about their life stages such as childhood, adulthood, school, college, and university life. In the first body paragraph, talk about their childhood events, memories, and experiences.  Reserve the second paragraph entirely for academic career discussion. Add information about the subject’s school, college, and university years. Which challenges they faced and how they overcame them. In the third paragraph, add their contributions, professional careers, which field they choose, and why. How did they perform in that field? What are other people’s opinions about them?

Note:  Remember that deep research is required before writing this essay. 

It is an essential part of an essay, and it’s true for these types of essays as well. In conclusion, bring your thoughts together and restate your thesis statement. Do not repeat the claims that you have made throughout the essay. The best essay not only explores the person’s work and life but also offers well known facts about them. 

Proofread and revise

Proofread your bio essay to check for grammatical, punctuation mistakes. Additionally, ask your friend or any member of family to read your prepared essay and provide you with their feedback. This will help you to make your essay more refined and polished. 

☑️Reading suggestion:  What is an annotated bibliography  and how to structure it to complement your biography essay.

How to write a biography of a famous person?

Sometimes, you may be asked to write a biography about a famous personality. It doesn’t matter if this individual is still alive or not; you may easily obtain information about him. Suppose you’re thinking about what to include in a biography of a famous person. Don’t worry. It is relatively easy to write about someone who has a rich life story.  The key to effective  biography writing  is to solely depend on facts, not on fiction. You should not simply list facts about the person’s life. You also have to add your own opinions. But those opinions should be based on official statements from a person’s biography. 

Example of a biography essay

Let’s have a look at biographical essay examples that will help you to understand more.

Topic: Biography Essay on Albert Einstein

On March 14, 1879, Albert Einstein was born in Ulm, Germany. He is among the most well-known and significant physicists of the 20th century. His revolutionary contributions to theoretical physics transformed our view of the universe and cemented his reputation as a brilliant scientist.   Early on, Einstein showed a strong sense of interest as well as a natural aptitude for physics and mathematics. He had difficulties in school since he was a nonconformist and had a speech impediment, but he had a remarkable ability to solve difficult mathematics problems. He chose to pursue a career in physics because of his love for learning about the underlying principles governing the cosmos.   In 1905, Einstein published the “Annus Mirabilis” papers, which formed the groundwork for his theory of special relativity. These studies introduced the well-known formula E=mc² which describes how mass and energy are equivalent. This hypothesis significantly changed our perception of the physical world by challenging traditional beliefs about time and space. Moreover, the general relativity theory, Einstein’s most renowned contribution, was released in 1915. In contrast to what was previously believed, it proposed that mass-induced space time curvature is what causes gravity, not a force. British astronomers saw the bending of starlight as a star passed close to the sun during the 1919 solar eclipse, confirming this notion and providing experimental support for Einstein’s theories.   Einstein made contributions during his life that went beyond physics. He was an outspoken supporter of pacifism, civil rights, as well as the elimination of nuclear weapons. He won the Nobel Prize in Physics in 1921 for his explanation of the photoelectric effect, a phenomena that contributed to the development of the quantum mechanics theory.   Beyond his scientific accomplishments, Einstein left a lasting legacy. His devotion to improving humanity as well as his creative mind has inspired future generations of scientists and philosophers. On April 18, 1955, Albert Einstein passed away, yet his concepts and impact are still being used to improve science and solve the universe’s riddles.

☑️Reading suggestion:  Difference between autobiography and biography

Tips on Writing a Biographical Essay

Thinking about how to write a biography essay to make it error free? Check out these simple tips written by our expert writers.

• For listing events in the this essay, use chronological order. Reverse chronological order also works in a few scenarios, but readers easily understand the standard chronological order.
• There is no need to add details of each event of the subject’s life. Before starting to write an essay, study the person’s biography in detail. Then, mention only those events that influenced their achievements.
• It is your responsibility as the author of the essay to present a fair analysis of your subject’s life and evaluate its impact on society. You can express yourself in other writing genres as well. Therefore, your readers don’t want to see any generalizations or your own, particularly unfavorable, opinions.
• End your essay with a strong conclusion. Then, summarize your primary points and leave the lasting impression on the reader.

FAQs on Biography Essay

Q1: how to start a biography essay.

Start your biography essay with the basic information about the subject’s life, such as their name, profession, etc.

Q2: What is the purpose of a biography essay?

The basic purpose of writing a biographical essay is to share the life of another person with people. The author chooses to write a biography because it’s an assignment given by the teacher or because the author finds the subject’s life interesting.

Q3: What is the format of a biography essay?

The structure is given below:

Q4: What information should be included in the biography?

It is similar to other forms of essays. Biographies include pertinent information regarding the subject’s life. In some cases, it also examines the personality and attributes of the subject.

Q5: What components are involved in biography?

The following are the basic elements of a biography:

• Thorough research
• Well defined structure
• Engaging language
• Captivating themes
• Harmony of objectivity and humanity

Free Yourself from Stressful Biography Essay Writing Tasks

Bio essay writing is not a simple task, especially if you’re not familiar with its format before. If you are short of time and are stuck with other assignments you can  buy your essay online . Don’t let the biography essay writing task stress you out!

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How to Write a Biography

Last Updated: May 28, 2024 Fact Checked

This article was co-authored by Stephanie Wong Ken, MFA . Stephanie Wong Ken is a writer based in Canada. Stephanie's writing has appeared in Joyland, Catapult, Pithead Chapel, Cosmonaut's Avenue, and other publications. She holds an MFA in Fiction and Creative Writing from Portland State University. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 1,881,343 times.

Writing a biography can be a fun challenge, where you are sharing the story of someone’s life with readers. You may need to write a biography for a class or decide to write one as a personal project. Once you have identified the subject of the biography, do your research so you know as much about them as possible. Then, dive into the writing of the biography and revising it until it is at its finest.

Researching Your Subject

• If the subject does not give you permission to write the biography, you may want to choose a different subject. If you decide to publish the biography without the subject’s permission, you may be susceptible to legal action by the subject.
• If the subject is no longer alive, you obviously do not need to ask permission to write about them.

• You may create research questions to help focus your research of the subject, such as, What do I find interesting about the subject? Why is this subject important to readers? What can I say that is new about the subject? What would I like to learn more about?

• For in person interviews, record them with a tape recorder or a voice recorder on your computer or phone.
• You may need to interview the subject and others several times to get the material you need.

• You may also want to visit areas where the subject made a major decision or breakthrough in their life. Being physically in the area can give you a sense of how the subject might have felt and help you write their experiences more effectively.

• When researching the time period ask yourself: What were the social norms of that time? What was going on economically and politically? How did the social and political climate affect the subject?

• You may also include historical events or moments that affected the subject on the timeline. For example, maybe there was a conflict or civil war that happened during the person’s life that affected their life.

Writing the Biography

• You may end up focusing on particular areas of the person’s life. If you do this, work through a particular period in the person’s life chronologically.

• For example, you may have a thesis statement about focusing on how the person impacted the civil rights movement in America in the 1970s. You can then make sure all your content relates back to this thesis.

• Flashbacks should feel as detailed and real as present day scenes. Use your research notes and interviews with the subject to get a good sense of their past for the flashbacks.
• For example, you may jump from the person’s death in the present to a flashback to their favorite childhood memory.

• For example, you may focus on the person’s accomplishments in the civil rights movement. You may write a whole section about their contributions and participation in major civil rights marches in their hometown.

• For example, you may notice that the person’s life is patterned with moments of adversity, where the person worked hard and fought against larger forces. You can then use the theme of overcoming adversity in the biography.

• For example, you may note how you see parallels in the person’s life during the civil rights movement with your own interests in social justice. You may also commend the person for their hard work and positive impact on society.

Polishing the Biography

• Revise the biography based on feedback from others. Do not be afraid to cut or edit down the biography to suit the needs of your readers.

• Having a biography riddled with spelling, grammar, and punctuation errors can turn off your readers and result in a poor grade if you are handing in the text for a class.

• If the biography is for a class, use MLA , APA , or Chicago Style citations based on the preferences of your instructor.

Biography Help

Community Q&A

• Be careful when publishing private or embarrassing information, especially if the person is not a celebrity. You may violate their "Right of Privacy" or equivalent. Thanks Helpful 31 Not Helpful 5
• Have the sources to back up your statements about the subject's life. Untruthful written statements can lead to litigation. If it is your opinion, be clear that it is such and not fact (although you can support your opinion with facts). Thanks Helpful 16 Not Helpful 15

You Might Also Like

• ↑ https://grammar.yourdictionary.com/writing/how-to-write-a-biography.html
• ↑ https://au.indeed.com/career-advice/career-development/how-to-write-a-bio
• ↑ https://www.writersdigest.com/writing-articles/3-tips-for-writing-successful-flashbacks
• ↑ https://www.grammarly.com/blog/how-to-write-bio/
• ↑ https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/
• ↑ https://www.plagiarism.org/article/how-do-i-cite-sources

About This Article

Before you write a biography, gather as much information about the subject that you can from sources like newspaper articles, interviews, photos, existing biographies, and anything else you can find. Write the story of that person’s life, including as much supporting detail as you can, including information about the place and time where the person lived. Focus on major events and milestones in their life, including historical events, marriage, children, and events which would shape their path later in life. For tips from our reviewer on proofreading the biography and citing your sources, keep reading! Did this summary help you? Yes No

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Essay Papers Writing Online

How to craft an engaging and insightful biography essay that captivates your readers.

Writing a biography essay can be a challenging task, as it requires capturing the essence of a person’s life in a concise and engaging manner. Whether you are writing a biography for a school assignment or for publication, there are several key tips to keep in mind to ensure that your essay is compelling and well-written.

Research is key: Before you start writing, make sure to thoroughly research the person you are writing about. This includes gathering information about their life, accomplishments, and the historical context in which they lived. The more you know about your subject, the better equipped you will be to craft a detailed and accurate biography.

Focus on the narrative: A biography is a story, so make sure to structure your essay in a way that captures the arc of your subject’s life. Start with an engaging introduction that sets the stage for the rest of the essay, then move on to the main body where you explore key events and experiences in the person’s life. Finally, conclude with a strong ending that ties everything together and leaves a lasting impression on the reader.

Expert Tips for Writing

When crafting a compelling biography essay, consider these expert tips to make your writing stand out:

By following these expert tips, you can create a biography essay that will engage readers and leave a lasting impression.

A Captivating Biography

Writing a captivating biography requires a combination of skill, creativity, and attention to detail. To truly captivate your readers, you must delve deep into the subject’s life story, highlighting key events, challenges, and triumphs that shaped their journey. It’s essential to portray their essence and character through vivid anecdotes, engaging descriptions, and powerful storytelling techniques.

By weaving together facts with emotions, you can create a rich tapestry of narratives that bring the subject to life on the page, allowing readers to connect with them on a personal level. Remember to balance the narrative with well-researched information and ensure that the biography flows smoothly, keeping the reader engaged from start to finish.

Ultimately, a captivating biography is more than just a retelling of events; it’s a celebration of a life lived, a tribute to the extraordinary qualities that make the subject unique and inspiring. Through your writing, you have the power to immortalize their story and leave a lasting impact on those who read it.

Research Your Subject

To craft a compelling biography essay, thorough research on your subject is essential. Dive deep into all available resources, including books, articles, interviews, and any other materials that offer insights into the life of the person you are writing about. Take note of key events, experiences, achievements, and significant moments that shaped their life. By conducting extensive research, you will be able to provide a detailed and accurate portrayal of your subject in your essay.

Gather Key Information

Before you start writing a biography essay, it is crucial to gather all the key information about the person you are writing about. This includes their background, early life, education, career achievements, notable events in their life, personal traits, and any other relevant details that will help paint a clear picture of who they are.

• Research their life history thoroughly, using reputable sources such as biographies, interviews, articles, and documentaries.
• Take note of important dates, locations, and events that shaped their life and career.
• Interview people who knew the person personally to get insights into their character, motivations, and impact on others.

By collecting all this key information, you will be able to create a comprehensive and compelling biography that truly captures the essence of the person you are writing about.

Create a Strong Narrative

One of the key elements of a compelling biography essay is a strong narrative that engages the reader from start to finish. Consider the chronological order of events in the subject’s life and how they connect to form a coherent story. Start by introducing the subject and setting the stage for the narrative to unfold.

Use vivid descriptions and details to bring the subject to life and make their story more relatable to readers. Highlight key milestones, challenges, and achievements in the subject’s life that showcase their character and resilience. Include anecdotes and personal insights that provide a deeper understanding of who the subject is and what drives them.

Structure the narrative in a way that keeps the reader engaged and eager to learn more about the subject’s journey. Consider using storytelling techniques such as foreshadowing, flashbacks, and cliffhangers to maintain suspense and build anticipation. Ultimately, a strong narrative will help bring the subject’s biography to life and make it a memorable read for your audience.

Engage Readers with Stories

One of the most effective ways to make your biography essay compelling is to engage readers with stories. People are naturally drawn to narratives, and weaving personal stories into your biography can create a powerful connection with your audience.

Share anecdotes, experiences, and pivotal moments from the subject’s life that showcase their character, challenges, triumphs, and growth. These stories humanize the subject and help readers relate to them on a personal level.

Remember to use descriptive language, vivid imagery, and emotional detail to immerse readers in the story. By painting a vivid picture of the subject’s life through compelling stories, you can capture the reader’s attention and keep them engaged from start to finish.

Show Your Subject’s Growth

One of the most captivating aspects of a biography is witnessing the growth and development of the subject. Highlight the key milestones, challenges, and transformative moments that shaped your subject’s journey. Show how they evolved as a person, overcame obstacles, and learned from their experiences.

Include details about pivotal moments that influenced their beliefs, values, and decisions. Whether it’s personal growth, professional success, or emotional development, showcasing your subject’s growth adds depth and complexity to their story. Use anecdotes, quotes, and reflections to illustrate their evolution over time.

• Explore how their early experiences shaped their future path.
• Discuss how they dealt with setbacks and challenges along the way.
• Show how they adapted, learned, and grew from their experiences.
• Highlight moments of self-discovery, transformation, and personal growth.

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Highlight Personal Development

One of the key elements to include in a compelling biography essay is the individual’s personal development over time. Highlighting the growth, challenges, and experiences that have shaped the person into who they are today can add depth and authenticity to the narrative. Consider including anecdotes or specific examples that demonstrate how the individual has evolved and overcome obstacles in their journey.

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How to Write a Biography in 8 Steps (The Non-Boring Way!)

Compelling biographies help us better connect with others while fostering empathy and understanding. Discover the steps to write one that captivates your audience!

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Have you ever been captivated by someone’s life story? From the ancient tales of great conquerors to the modern accounts of influential figures, biographies have enchanted readers and viewers for centuries. 

The stories of real people’s lives not only entertain and educate but also provide a unique window into the human experience. In fact, according to research 1 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8796048/ , human stories like biographies can help us better connect with others while fostering empathy and understanding.

In this article, let’s dive into how to write a compelling biography, from the research phase to delivery.

What Are the Key Elements of a Biography?

The key elements of a well-written biography bring characters to life. They include thorough research, relevant interviews, clear structure, captivating prose, compelling themes, and a balance between objectivity and empathy. 

• Thorough research: Helps create an accurate portrayal of your subject
• Relevant interviews: Insights help provide a deeper understanding of your subject
• Clear structure: Helps you outline your ideas for a compelling narrative
• Captivating prose: Provides descriptive language to paint a picture of your subject
• Compelling themes: Showcases the motivations and desires behind your subject
• A balance between objectivity and empathy: Keeps biases in check and allows your subject to shine for who they are

As you develop your biography, remember that these stories hold an enduring appeal because they offer people an opportunity to explore the depths of the human psyche, unravel extraordinary accomplishments, and discover the vulnerabilities and triumphs of individuals who have left their mark on the world. 

Here are the topics a biography typically covers:

• Early life and background : Provide context about the subject’s upbringing, family, and cultural influences.
• Achievements and milestones: Highlight notable accomplishments, contributions, and significant events throughout their life.
• Challenges and struggles: Explore the obstacles they faced, the lessons learned, and how they overcame adversity.
• Personal characteristics: Describe their personality traits, values, beliefs, and motivations that shaped their actions and decisions.
• Impact and legacy: Discuss the lasting influence and contributions of the subject, both during their lifetime and beyond.

Ready to start crafting your biography? Find greater success with this helpful goal-setting resource!

How To Set Better Goals Using Science

Do you set the same goals over and over again? If you’re not achieving your goals – it’s not your fault! Let me show you the science-based goal-setting framework to help you achieve your biggest goals.

Let’s look at the six key elements of a well-written biography more closely and the steps you can follow to develop your own.

How to Write a Biography in 8 Steps Using Key Elements

Choose your presentation format.

Presenting your biography can take on various forms, the most traditional being written form. The basis for this article assumes you’re writing a conventional biography; however, this foundation can also help you create a multimedia presentation or website as well. 

Consider these various formats to present your biography:

• Traditional Written Biographies: This classic approach provides a comprehensive account of a person’s life through the written word. Traditional biographies can be published in print or ebooks , allowing readers to engage deeply with the subject’s story.
• Multimedia Presentations: In the digital age, multimedia presentations offer a dynamic way to present biographies. Incorporate audio, video, photographs, and interactive elements to enhance the audience’s experience.
• Online Platforms: Online platforms, such as blogs or dedicated biography websites, provide accessible avenues for sharing biographies. They allow for easy updates, reader engagement, and the incorporation of multimedia elements. 

Choose your subject and conduct research

To create a vivid and accurate portrayal of a person’s life, conduct extensive research. Dive into archives, read letters, examine diaries, explore photographs, and immerse yourself in the historical and cultural context surrounding your subject. This will help you unearth the small details that breathe life into your biography. 

Whether you’re writing a biography about a historical figure, contemporary icon, or everyday individual, you’ll want to consider the different factors to focus on. Here are some examples of three types of individuals and the kind of research that will be most helpful.

• Historical Figures: When writing about historical figures, immerse yourself in their era. Understand the social, political, and cultural forces that shaped their lives. I recommend visiting your local library and connecting with a research librarian for support. Otherwise, other tools for historical research include Google Scholar. Analyze primary sources and multiple perspectives to present a well-rounded account.
• Contemporary Icons: Biographies of modern icons offer a chance to delve into their ongoing impact. Conduct interviews or gather insights from their close associates to understand their present-day influence. Stay current with the latest developments, and be prepared to update your work as the subject’s story unfolds.
• Everyday Individuals: Biographies need not be reserved for the famous. Every day individuals possess stories that can be just as compelling. Uncover the extraordinary within the ordinary, highlighting the struggles, triumphs, and personal growth of individuals who might otherwise remain unsung.
• Yourself! Want to write a biography on yourself? Autobiographies are a great way to explore who you are. Get ready to do some serious self-reflection with the steps below.

Pro Tip: Compile your research digitally using helpful cloud filings systems like Google Drive , OneDrive , or Dropbox . Organize your files by category, including information about their youth, family, achievements, and life lessons. You may also choose to write down research references or collect paper clippings on note cards, categorizing your physical files of research along the way.

Develop compelling themes and motifs 

Identify overarching themes or motifs that emerge from the subject’s life. These could be resilience, ambition, love, or societal change. Weave these elements into the narrative, highlighting their significance and impact on the person’s journey. Here are some examples:

• Overcoming Adversity: These biographies feature perseverance, resilience, and determination. Examples include Helen Keller, Nelson Mandela, and Malala Yousafzai.
• Pursuit of Excellence: These biographies highlight people who have worked tirelessly to achieve their goals. Examples include Steve Jobs, Serena Williams, and Michael Jordan.
• Quest for Knowledge: These biographies focus on the curiosity that led to significant contributions to our world. Examples include Albert Einstein, Marie Curie, and Charles Darwin.
• Personal Transformation: These biographies explore a change in beliefs, values, or priorities. Examples include Malcolm X, Oprah Winfrey, and Maya Angelou.
• Legacy and Impact: These biographies examine a body of work that made a lasting contribution to society. Examples include Martin Luther King Jr., Mother Teresa, and Mahatma Gandhi.

Conduct relevant interviews 

Whenever possible, seek firsthand accounts from those who knew or interacted with the subject. Conduct interviews with family members, friends, colleagues, or experts in the field. Their insights and anecdotes can provide a deeper understanding of the person’s character and experiences.

When conducting interviews for a biography, consider the following tips to ensure a productive and insightful conversation:

• Familiarize yourself with the interviewee’s background and accomplishments.
• Develop a list of well-thought-out questions that cover key aspects of their lives and experiences, including questions about your subject’s youth, family, achievements, and life transitions or struggles.
• Begin the interview by establishing a comfortable and friendly atmosphere to put the interviewee at ease.
• Show genuine interest in their story and listen actively to their responses.
• Ask open-ended questions encouraging detailed and reflective responses.
• Avoid yes/no questions and ask for their insights, memories, and personal perspectives.
• Some topics you might consider for your questions include early life, achievements, challenges, motivations, values, relationships, lessons learned, and advice.
• Pay close attention to the interviewee’s answers, body language, and tone of voice.
• Ask follow-up questions to clarify or delve deeper into specific topics.
• Show empathy and understanding, creating a safe space for the interviewee to share personal or sensitive information.
• Remain flexible during the interview, allowing the conversation to flow naturally.
• Be prepared to deviate from your prepared questions if unexpected but relevant topics arise.
• Respect the interviewee’s boundaries and be mindful of any topics they may not wish to discuss.
• Take thorough and organized notes during the interview to capture important details.
• Consider recording the interview (with permission) to ensure accurate quotes and references.
• Ask for permission to follow up with additional questions or for clarification.
• Doing a biography on yourself? Ask yourself deep questions to harvest new stories and anecdotes.

Remember, the goal of the interview is to gather valuable information and personal perspectives that will contribute to the authenticity and depth of your biography. Approach the interview process with sensitivity, respect, and genuine curiosity about the interviewee’s life and experiences.

Develop a clear structure

Outline your biography, ensuring a logical and engaging narrative flow. Consider the chronological order, significant milestones, and turning points in the subject’s life. Organize your gathered information to capture the essence of their journey while maintaining a compelling rhythm throughout. 

A good outline for a biography can vary depending on the specific subject and the desired structure of the narrative. However, here’s a general outline that can serve as a starting point:

A. Introduction

a) Hook or engaging opening to capture the reader’s attention

b) Background information (birthplace, date, family, etc.)

c) A brief overview of the subject’s significance or why they are worth exploring

B. Early Life and Background

a) Childhood and upbringing

b) Influences, such as family, education, or cultural factors

c) Formative experiences or events that shaped the subject’s character or interests

C. Major Achievements and Milestones

a) A chronological exploration of the subject’s notable accomplishments, contributions, or milestones

b) Focus on key moments or achievements that highlight their impact or significance.

c) Provide context and details to paint a vivid picture of their achievements

D. Challenges and Obstacles

a) Discussion of the challenges, setbacks, or adversities the subject encountered

b) How they overcame obstacles or grew through difficult experiences

c) Insights into their resilience, determination, or problem-solving abilities

E. Personal Life and Relationships

a) Exploration of the subject’s relationships, such as family, friends, or romantic partners

b) Insights into their personal joys, struggles, or transformative experiences

c) How their personal life intersected with their professional or public achievements

F. Legacy and Impact

a) Examination of the subject’s lasting influence, contributions, or impact on society

b) Discuss how their work or actions continue to resonate or shape the world today

c) Reflection on their legacy and the lessons we can learn from their life story

G. Conclusion

a) Summarize the key aspects of the subject’s life and their significance

b) Provide a final reflection or insight on their overall journey or impact

c) Leave the reader with a lasting impression or call to action

Pro Tip: Looking for help drafting an outline to get you started? Use free tools like ChatGPT to jumpstart your outline by putting in a prompt request like, “Write an outline for a biography about X, including any relevant details on the subject that should be included.”

Craft captivating prose

Employ descriptive language to transport readers into the subject’s world. Paint vivid portraits of their physical appearance, mannerisms, and surroundings. Use sensory details to evoke emotions and create a strong connection between the reader and the subject. 

Here are some examples:

• “She was a force of nature, with a fierce determination and an unwavering commitment to justice.” (Ruth Bader Ginsburg)
• “His piercing blue eyes seemed to look right through you, and his voice had a commanding presence that demanded attention.” (Winston Churchill)
• “She moved with a grace and elegance that belied her inner strength and resilience.” (Audrey Hepburn)
• “His rugged features and piercing gaze made him a natural leading man, but it was his depth and vulnerability that set him apart.” (Marlon Brando)
• “She had a contagious energy and a magnetic personality that drew people to her like a moth to a flame.” (Princess Diana)
• “His quiet intensity and unwavering dedication to his craft made him one of the greatest artists of his time.” (Leonardo da Vinci)

Action Step: While writing descriptive prose takes some practice, it’s an art you can master with little creative writing skills. To help you write descriptive prose, practice closing your eyes and imagining your subject. 

• What expression is on their face? 
• How are they dressed? 
• What does their body language express? 
• How do they smell? 
• How do they make you feel? 
• How do they make others feel? 
• What’s in their surroundings? 
• What are they doing with their hands? 
• What do you imagine they’re thinking about? 

With questions like these, you’ll start to use descriptive language to bring your subject to life.

Build a balance of objectivity and empathy

Strive for an objective portrayal while infusing empathy and understanding into your writing. Remain aware of biases and preconceived notions, giving your subject the space to shine in their unique light. 

To check yourself, filter your writing and interviewing with these tips:

• Verify Information: Cross-reference information from various sources to ensure accuracy. Use tools like Fact Check Explorer to fact-check claims, dates, and events to avoid errors or inaccuracies that could skew the narrative. 
• Multiple Perspectives: Seek out different viewpoints on the subject. This includes interviewing or reaching out to people with significant interactions or relationships with the subject. Incorporating diverse perspectives can counterbalance biases and provide a broader understanding.
• Empathetic Listening: During interviews or conversations, practice active listening and empathize with the interviewee’s experiences and emotions. This allows you to understand the subject’s perspective and incorporate their insights and feelings into the narrative.
• Contextualize Emotions: When sharing the subject’s emotional experiences or personal struggles, provide sufficient context and background. This helps readers understand the motivations and circumstances behind their actions and allows for empathetic understanding without veering into excessive sentimentality.
• Credible Interpretation: While interpreting the subject’s thoughts, motives, or intentions, be clear about what is factual and what is speculative. Clearly distinguish between evidence-based information and your interpretations to maintain objectivity.
• Respect Boundaries: Be mindful of the subject’s privacy and any requests they may have regarding sensitive or personal information. Respecting their boundaries shows empathy and allows for a respectful portrayal while maintaining the necessary level of objectivity.
• Acknowledge Limitations: Recognize that achieving complete objectivity in a biography is challenging. Biases can inadvertently seep into the narrative. However, by being aware of your biases and consciously presenting a fair and balanced account, you can mitigate their influence.

Respect truth, privacy, and sensitivity

Remember, writing biographies carries ethical responsibilities. It’s important to maintain accuracy through credible research and gain consent while being sensitive to controversial or difficult topics. Here are some considerations:

• Accuracy: Maintain a commitment to truth and accuracy. Verify facts and corroborate information from multiple sources to ensure the reliability of your narrative. Cite your sources and be transparent about any uncertainties or gaps in knowledge.
• Privacy and Consent: Respect the privacy of living individuals mentioned in your biography. Seek consent when sharing personal details or sensitive information. Balance the subject’s right to privacy with the importance of honesty and transparency.
• Sensitivity: Approach sensitive or controversial topics with care and empathy. Consider the potential impact of your words on the subject’s loved ones or affected communities—present differing perspectives without sensationalism or bias.

Writing a Biography FAQs

The length of a biography can vary greatly, depending on the subject and the depth of exploration. Some biographies span a few hundred pages, while others extend to multiple volumes. Focus on capturing the subject’s life’s essence rather than strictly adhering to a predetermined length.

Some common mistakes to avoid when writing a biography include the following: Lack of thorough research or reliance on a single source. Inaccurate or misleading information. Excessive personal bias or projection onto the subject. Neglecting to verify facts or failing to cite sources. Poor organization or a disjointed narrative flow. Neglecting to balance objectivity with empathy. Overloading the biography with irrelevant details or digressions. Failing to respect privacy or ethical considerations.

While chronological order is commonly used in biographies, it is not required. Some biographers employ a thematic approach or explore specific periods or events in the subject’s life. Experiment with different structures to find the most engaging way to tell your subject’s story.

The purpose of writing a biography is to capture and share an individual’s life story. Biographies provide insights into a person’s experiences, achievements, and challenges, offering readers inspiration, knowledge, and understanding. They preserve the legacy of individuals, contribute to historical records, and celebrate the diversity of human lives.

When choosing a subject for your biography, consider someone who inspires you, interests you, or has significantly impacted society. It could be a historical figure, a contemporary icon, or even an everyday individual with a remarkable story. Choose a subject with sufficient available information, access to primary sources or interviews, and a narrative that resonates with you and potential readers.

Key elements to include in a biography are: Early life and background: Provide context about the subject’s upbringing, family, and cultural influences. Achievements and milestones: Highlight notable accomplishments, contributions, and significant events throughout their life. Challenges and struggles: Explore the obstacles they faced, the lessons learned, and how they overcame adversity. Personal characteristics: Describe their personality traits, values, beliefs, and motivations that shaped their actions and decisions. Impact and legacy: Discuss the lasting influence and contributions of the subject, both during their lifetime and beyond.

Including personal anecdotes can add depth and humanize the subject of your biography. However, be selective and ensure that the stories are relevant, contribute to understanding the person’s character or experiences, and align with the overall narrative. Balancing personal anecdotes with factual information is critical to maintaining accuracy and credibility.

Conducting research for a biography involves exploring a variety of sources. Start with primary sources such as personal papers, letters, journals, and interviews with the subject or people who knew them. Secondary sources such as books, articles, and academic papers provide additional context and perspectives. Online databases, archives, libraries, and museums are valuable resources for finding relevant information.

Consult a wide range of sources to ensure a comprehensive and accurate biography. Primary sources, such as personal documents, letters, diaries, and interviews, offer firsthand accounts and unique insights. Secondary sources provide broader context and analysis, including books, articles, scholarly works, and historical records. Remember to evaluate the credibility and reliability of your sources critically.

Organize the information in your biography logically and engagingly. Consider using a chronological structure, starting with the subject’s early life and progressing through significant events and milestones. Alternatively, adopt a thematic approach, grouping related information based on themes or significant aspects of their life. Use clear headings, subheadings, and transitions to guide readers through the narrative flow.

Writing Biographies Key Takeaways

In summary, take note of these ideas and tips before you start writing your biography:

• Biographies hold enduring appeal, offering a glimpse into the human experience across time.
• Thorough research, interviews, and captivating prose are essential for crafting compelling biographies.
• Ethical considerations, such as accuracy, privacy, and sensitivity, are crucial when writing about real people’s lives.
• Choose subjects that genuinely inspire and resonate with you.
• Immerse yourself in the subject’s world to understand their motivations and challenges.
• Develop strong research skills and utilize a wide range of sources.
• Craft a compelling narrative that engages readers from the very first page.
• Seek feedback from trusted sources to refine your writing and storytelling abilities.
• Continuously explore new biographies to broaden your understanding of different styles and approaches.
• Embrace the unique voice and perspective you bring to the storytelling process.

Writing a biography book? Check out this helpful article, How to Write a Book: 10 Questions to Ask Before You Start Writing !

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WCC eulogy for Baldwin Sjollema honors life of “man of profound faith and unyielding commitment”

A World Council of Churches (WCC) eulogy was delivered at Baldwin Sjollema’s funeral by Rev. Dr Konrad Raiser, former WCC general secretary, who represented WCC general secretary Rev. Prof. Dr Jerry Pillay at the funeral. 

Baldwin Sjollema speaks at the meeting of retired WCC staff in 2023.

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The eulogy described Sjollema as  “ a man of profound faith and unyielding commitment to justice.”

The visionary Sjollema’s work left an indelible mark on the fight for human dignity and the global struggle against apartheid.  “ Baldwin was known for having become, in 1970, the first director of the newly created WCC Programme to Combat Racism, which made grants to southern African liberation movements, including the African National Congress,” reads the message.  “ It also advocated the withdrawal of investments from South Africa and the closure of bank accounts with those banks which supported the apartheid regime.”

The eulogy describes Sjollema’s long history with the WCC, as well as him receiving, in 2004, the Oliver Tambo Order from South African president Thabo Mbeki.  “ He was decorated for his commitment to the South African liberation movement and to the struggle against apartheid in particular,” reads the message.  “ At that time, Baldwin himself acknowledged that millions of people were engaged in the struggle against apartheid all over the world.”

Sjollema’s life was a testimony to the power of faith-driven action.  “ He knew that the struggle for justice was not simply a political fight, but a spiritual and moral battle for the soul of humanity,” reads the eulogy.  “ As we remember Baldwin today, we give thanks to God for his life and the witness he has shared with us. We honor his tireless dedication and his resolute faith. May his memory continue to inspire us to act boldly in the pursuit of a world where all people are free, and where justice flows like a mighty river.”

Read the full eulogy

WCC commemorates life and legacy of Baldwin Sjollema - WCC news release, 12 September 2024

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