Author/Student Bios: Inquiry-Based Genre Study and Student Introductions


At the beginning of the year I have students study a collection of author bios. They use this text set to develop an understanding of this specific genre. Then using these as mentor texts, they write a bio of their own.

By the end of this lesson:

  1. They have engaged in close and critical reading.

  2. They have discussed texts without the using

  3. of comprehension questions.

  4. They have produced a short writing sample that tel

  5. ls me about them as individuals and about their basic writing skills.

Get the year started with an authentic way by engaging students in the inquiry process and preparing to write about themselves in a relatively safe and simple way that helps you get to know them as students and as writers.

This activity is most beneficial for the first week or two of school. Students will be engaged in reading, discussing, and sharing as they explore a unique genre: the author bio. They will then write a short bio of their own that fits the genre, reveals some basic information about who they are, and provides a finished writing product that can provide insight into their basic needs and abilities as writers.

What was great about this lesson:

  • It was simply complex. Genre study can be complex and inauthentic for some students, yet author bios are short and accessible, making it an easy genre study. Discussing what was included in an author bio began with the obvious, but different classes were able to make different observations. Beyond that, we were able to discuss the purposes of the genre, guiding students in their own writing.
  • It provided clear guidelines yet left room for some creativity. After our brief genre study, we had a pretty clear list of things for students to include in their writing. However, we also saw some deviation from the basic expectations that allowed, with my encouragement, students to make their writing unique to themselves as individuals.
  • It introduced just about everything I want to accomplish in a school year.
    • Getting students reading carefully and closely, not just for comprehension (the details of the bios are COMPLETELY IRRELEVANT, which is to say I would never quiz them on the details) but for details and characteristics that go beyond the details of the writing.
    • Gave me a sample of their writing that helped me get to know them as people and as writers (in other words, were there issues I noticed about the needs and abilities of certain students and were there trend I would need to address, such as series commas).
    • Showed students what inquiry would look like. There were no reading comprehension questions to answer, just a series of texts to study. Instead of worksheets, we used each other’s powers of observation to analyze the texts and learn about the genre.
    • Practiced routines that will be used throughout the year, including pair-share, small group discussions, reporting out.

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Cracks in the Mirror

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I was reviewing expectations with students and I had this picture on the PowerPoint slide. I told them about how the mirror broke, how we didn’t fix it for months until our daughter cut her finger when she was cleaning the mirror, how it was a pain to replace and how it cost a decent amount of money for a new mirror. In short, broken mirrors suck.

Yet, every time I brushed my teeth and leaned forward over the sink, I saw my comically distorted face and I smiled. It made me happy. Simply and pathetically happy.

It’s a world of broken mirrors, I told them. It’s an imperfect and fallen world where mirrors break, where technology isn’t always available and working, where standardized tests and grades are a necessity, where life intervenes on learning—or at least on getting work done.

They are largely a group of high achievers. They care deeply about their grades. They place a lot of pressure on themselves and have high expectations and standards set before them. I want to see them reach and even surpass those goals, and to help wherever I can. Like me, they have lives that sometime interfere with schooling, lives that seem at times to not want us to learn, lives that make us wish we could just stay in bed all day.

The trick, I’ve learned, is to watch for those moments where the crack in the mirror provides a holy glimpse of hope and humor. Sometimes it’s all we can do.


In the Beginning was the Word. Then Came Punctuation.

Maybe before the fall of humankind, there was not punctuation. Whatever the case, it is here now. As readers we need to learn to notice punctuation. First of all, it can change meaning.


For most people punctuation is just one of the reasons people don’t like writing. Our worries about commas and such sap the joy out of self-expression, maybe because we had an English teacher who made us feel inadequate, or maybe because we’re just insecure and don’t want to risk making mistakes.

I wrote in the last post about critical reading and punctuation. Reading punctuation along with the words can enhance the reading, can even add meaning. In that post I used an example from fiction, and now I will demonstrate what I mean with a nonfiction piece of text. In the following lines, taken from the book of John, here is Jesus, reassuring his disciples:

In this world you will have trouble. But take heart! I have overcome the world.*

I am fond of long, drawn-out sentences. If I read this from a student, I might first think they have a god-complex, but then I would think about some sentence-combining activities I could suggest.

However, this example is a good reminder that sometimes shorter is far and fundamentally better. Consider this revision:

In this world you will have trouble, but take heart because I have overcome the world.

Nothing changed but the punctuation and adding the word because to connect the last two sentences. It still ends on a hopeful note. All the same information is there.

But what has changed?

  1. The comma after trouble lets us skim on through, while the period in the original forced us to stop and linger just a bit. And isn’t that the way with trouble? The greater the trouble, the longer the pause on that stupid little dot.
  2. Let me be clear: I am not a fan of exclamation points! I apologize for raising my voice. However, after stopping a bit on that comma, this exclamation doesn’t feel like shouting; instead, it is exactly the emphasis we need in times of trouble.
  3. Combining the last two sentences with because is the one revision I did see in other versions. It makes sense because there is clear cause and effect and connecting them makes the implicit connection explicit. Here’s though why I like the original. Putting because before “I have overcome the world” makes it a subordinate or dependent clause. In other words, it is no longer a standalone thought: it now depends on the words take heart. I think Jesus meant it as a complete thought, not dependent on anyone’s feelings or worries, which is why it works best as its own sentence, why three separate sentences work best: these aren’t unrelated or disconnected ideas in any way, but they are separate.

Words have power, meaning. We read words. But if we learn to read the punctuation as well, the words can have even more power, more meaning.

*John 16: 33, New International Version. Of the several versions I looked into, only one punctuated the sentences differently.