Family History and Their Personal Stories Interview Assignment
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Family History and Their Personal Stories Interview Assignment
Interview someone in your family (preferably a grandparent or someone older) or someone who is important to you. Ask them a range of questions, asking them about their family history and their personal stories. After your interview, write a 2 page typed (double-spaced 12 point font) paper placing your family story or a particular story in its historical context. Try to think about what historical forces or social structures were impacting the story/stories you have chosen to highlight.
- Ask the big life questions. Facts are much less interesting than questions regarding love, life challenges, influences and regret. Some key questions to ask: Who is the person who has been kindest to you in your life? What do you feel most grateful for? What is your happiest memory? What are you proudest of? Can you remember a time when you’ve felt alone? If you were to die suddenly this evening, what would you most regret having not told someone? “The best stories come from asking open-ended questions,” says Isay. “For StoryCorps, the thing you don’t want to do is recite your CV. We want the aspects of a person that can’t be written down easily, that haven’t been said before. The big life questions are the best.” .
- Pour your attention into the interview. “The most important things about listening is to be very present,” says Isay. “To have all your devices off, and to genuinely connect and actively listen to whoever it is you’re talking to. When I used to do radio interviews, I’d sit forward, and it was almost like a laser beam between me and the person I was talking to. It was often very intense, present, active, concentrated listening. It is counterintuitive, but it should feel draining to you. At the end of the 40 minutes, as the person doing the listening, you should be more tired than the person doing the talking.” .
- Be an active participant in the conversation. Just because you’re listening, doesn’t mean you can’t engage. “Active listening doesn’t stop you from participating in the conversation. You can laugh, cry and ask follow-up questions. But what you’re not doing is bringing it back to yourself. Be generous. Try not to think about your kids or what movie you’re going to see that night.” .
- Remember it’s not the “story” that matters. “When you’re doing a StoryCorps interview, you are creating a sense of who a human being is. You are capturing your interaction with them and who they are as a person. The “truth” of a story is maybe more important than the drama of a story. It is the interview experience itself that matters.” .
- Say thank you. Conducting a StoryCorps interview is simultaneously about giving the gift of listening, and being grateful for being entrusted with the gift of a person’s story. Isay notes that, during an interview, a person’s back will literally straighten as they talk, and that you’ll notice your own perspective shifting as they speak. And that’s why a heartfelt thank you is vital at the end. Ultimately, StoryCorps is about recognizing that each life matters “equally and infinitely.” Says Isay: “We’re always grateful.”
Great Questions for Anyone
- Who has been the most important person in your life? Can you tell me about him or her?
- What was the happiest moment of your life? The saddest?
- Who has been the biggest influence on your life? What lessons did that person teach you?
- Who has been the kindest to you in your life?
- What are the most important lessons you’ve learned in life?
- What is your earliest memory?
- What is your favorite memory of me?
- Are there any funny stories your family tells about you that come to mind?
- Are there any funny stories or memories or characters from your life that you want to tell me about?
- What are you proudest of?
- When in life have you felt most alone?
- If you could hold on to one memory from your life forever, what would that be?
- How has your life been different than what you’d imagined?
- How would you like to be remembered?
- Do you have any regrets?
- What does your future hold?
- What are your hopes for what the future holds for me? For my children?
- If this was to be our very last conversation, is there anything you’d want to say to me
- For your great great grandchildren listening to this years from now: is there any wisdom you’d want to pass on to them? What would you want them to know?
- Is there anything that you’ve never told me but want to tell me now?
- Is there something about me that you’ve always wanted to know but have never asked?
- Where did you grow up?
- What was your childhood like?
- Who were your favorite relatives?
- Do you remember any of the stories they used to tell you?
- How did you and grandma/grandpa meet?
- What was my mom/dad like growing up?
- Do you remember any songs that you used to sing to her/him? Can you sing them now?
- Was she/he well-behaved?
- What is the worst thing she/he ever did?
- What were your parents like?
- What were your grandparents like?
- How would you like to be remembered?
- Are you proud of me?
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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