biography sentence for class 7

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

OTHER GREAT ARTICLES RELATED TO BIOGRAPHY WRITING

How to write an Autobiography

How to Write a Historical Recount Text

15 Awesome Recount & Personal Narrative Topics

Personal Narrative Writing Guide

Biosketch Class 7 Worksheet

Biosketch Class 7 Worksheet: Hello Students, welcome to Net Explanations. In this page we have posted Biosketch Class 7 English Grammar Worksheet Extra Questions Answers. For more CBSE Board Class 7 Grammar Worksheet you can check this page.

Biosketch Class 7 English Grammar Worksheet

Birth Name: Mohandas Gandhi

Parents: Karamchand Gandhi, Putlibai

Death: 30th January 1948

Work done: Anti-caste , writer, Social reformer, launched first school, education for women, work for dalit samaj

Education:astronaut engineering, masters of science in Aerospace Engineering

Work done: First female to fly on space shuttle

Mondas Karamchand Gandhi, freedom fighter, born on 02nd October 1869 at Porbandar located in Gujrat, India.

Kalpana Chawla was born on 17 th March 1962 at Karnal.Haryana. Her father was Banarasilal Chawla and mother was SanjyothiChawla. Kalpana was youngest of 4 children. She completed Aeronautical Engineering from Punjab Engineering College, India. Later she completed Masters of Science degree in Aerospace Engineering. Kalpana Chawla was first Indian born female to fly in the space. She became a inspiring woman for millions of females in India by becoming first woman to become astronaut engineer. Kalpana Chawla was awarded with Congressional space,  NASA Space flight medal,  NASA distinguished service medal. She was assigned many special missions. The Space shuttle Columbia disaster,  where Kalpana Chawla died with her crew members on 1 st February 2003.

Also see:  Letter writing worksheet 7th standard

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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 1,873,912 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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Assignment Biography: Student Criteria and Rubric for Writing

Researching an Individual Aligned to Common Core Writing Standards

• Tips & Strategies
• An Introduction to Teaching
• Policies & Discipline
• Community Involvement
• School Administration
• Technology in the Classroom
• Teaching Adult Learners
• Issues In Education
• Teaching Resources
• Becoming A Teacher
• Assessments & Tests
• Elementary Education
• Secondary Education
• Special Education
• Homeschooling
• M.A., English, Western Connecticut State University
• B.S., Education, Southern Connecticut State University

The genre of  biography can also be categorized in the sub-genre of  narrative nonfiction/historical nonfiction. When a teacher assigns a biography as a writing assignment, the purpose is to have a student utilize multiple research tools to gather and to synthesize information that may be used as evidence in a written report about an individual. The evidence gained from research can include a person’s words, actions, journals, reactions, related books, interviews with friends, relatives, associates, and enemies. The historical context is equally important. Since there are people who have influenced every academic discipline, assigning a biography can be a cross-disciplinary or inter-disciplinary writing assignment. 

Middle and high school teachers should allow students to have a choice in selecting the subject for a biography. Providing student choice, particularly for students in grades 7-12, increases their engagement and their motivation especially if students select individuals they care about. Students would find it difficult to write about a person they do not like. Such an attitude compromises the process of researching and writing the biography.

According to by Judith L. Irvin, Julie Meltzer and Melinda S. Dukes in their book  Taking Action on Adolescent Literacy:

"As humans, we are motivated to engage when we are interested or have real purpose for doing so. So motivation to engage [students] is the first step on the road to improving literacy habits and skills" (Chapter 1).

Students should find at least three different sources (if possible) to make sure the biography is accurate. A good biography is well-balanced and objective. That means if there is disagreement between sources, the student can use the evidence to state that there is a conflict.  Students should know that a good biography is more than a timeline of events in a person's life.

The context of a person's life is important. Students should include information about the historical time period in which a subject lived and did her/his work. 

In addition, the student should have a purpose for researching another person's life. For example, the purpose for a student to research and write a biography can be in a response to the prompt:

"How does this writing this biography help me to understand the influence of this person on history, and quite possibly, this person's impact on me?"

The following standards-based criteria and scoring rubrics can be used to grade a student-selected biography. Both criteria and rubrics should be given to students before they begin their work. 

Criteria for a Student Biography aligned to Common Core State Standards

A General Outline for Biography Details

• Birthdate /Birthplace
• Death (if applicable).
• Family Members.
• Miscellaneous (religion, titles, etc).

Education/Influences

• Schooling.Training.
• Work Experiences.
• Contemporaries/Relationships.

Accomplishments/  Significance

• Evidence of major accomplishments.
• Evidence of minor accomplishments (if relevant).
• The analysis that supports why the individual was worthy of note in their field of expertise during his or her life.
• Analysis why this individual is worthy of note in their field of expertise today.

Quotes/Publications

• Statements made.
• Works published.

Biography Organization using the CCSS Anchor Writing Standards 

• Transitions are effective in assisting the reader to understand shifts.
• Ideas within each paragraph are fully developed.
• Each point is supported by evidence.
• All evidence is relevant.  
• Important terms are explained to the reader.
• Purpose of each paragraph (introduction, body paragraphs, conclusion) is clear.  
• Clear relationship between topic sentence(s) and paragraph(s) that came before is evident.

Grading Rubric: Holistic Standards with Letter Grade Conversions

(based on extended response Smarter Balanced Assessment writing rubric)

Score: 4 or Letter Grade: A

Student response is a thorough elaboration of the support/evidence on the topic (individual) including the effective use of source material. The response clearly and effectively develops ideas, using precise language:

• Comprehensive evidence (facts and details) from source materials are integrated.
• Relevant, and specific clear citations or attribution to source materials.
• Effective use of a variety of elaborative techniques.
• Vocabulary is clearly appropriate for the audience and purpose. 
• Effective, appropriate style enhances content.

Score: 3  Letter Grade: B

Student response is an adequate elaboration of the support/evidence in the biography that includes the use of source materials. The student response adequately develops ideas, employing a mix of precise and more general language:  

• Adequate evidence (facts and details) from the source materials is integrated and relevant, yet the evidence and explanation may be general.
• Adequate use of citations or attribution to the source material.  
• Adequate use of some elaborative techniques.
• Vocabulary is generally appropriate for the audience and purpose.
• The style is generally appropriate for the audience and purpose.

Score: 2 Letter Grade: C

Student response is uneven with a cursory elaboration of the support/evidence in the biography that includes the uneven or limited use of source material. The student response develops ideas unevenly, using simplistic language:

• Some evidence (facts and details) from the source materials may be weakly integrated, imprecise, repetitive, vague, and/or copied.
• Weak use of citations or attribution to source materials.
• Weak or uneven use of elaborative techniques.
• Development may consist primarily of source summaries.
• Vocabulary use is uneven or somewhat ineffective for the audience and purpose.
• Inconsistent or weak attempt to create the appropriate style.

Score: 1 Letter Grade: D

Student response provides a minimal elaboration of the support/evidence in the biography that includes little or no use of source material. The student response is vague, lacks clarity, or is confusing:

• Evidence (facts and details) from the source material is minimal, irrelevant, absent, incorrectly used. 
• Insufficient use of citations or attribution to the source material.
• Minimal, if any, use of elaborative techniques.
• Vocabulary is limited or ineffective for the audience and purpose.
• Little or no evidence of appropriate style.
• Insufficient or plagiarized (copied without credit) text.
• Off-topic. 
• Off-purpose.
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The Teacher James

James Taylor

Seven Word Biographies

A couple of weeks ago, I started some new classes, so I decided to create a new getting to know you activity based on seven word biographies. I think it’s an enjoyable way to kick off the new term and should provide some interesting language opportunities for my intermediates and up. It also makes a good accompaniment to the My Life in Twenty Lines  activity I shared here earlier, which could be done later in the course as an expansion activity.

2018 Update: Now with added ppt! To download, click here .

1) Write your own seven word biography and put it on the board. Here’s mine:

2) Ask the students to discuss in pairs what they think I mean by this.

3) Give out one seven word biography per student or in pairs. Ask them to read it and think about what it could mean. If in pairs, get them to discuss it, and if not, ask them to share with a partner (all of these biographies were taken from here , where you can also find descriptions of the writers).

Jim Holt – Failed mathematician who happily declined into journalism. David Byrne – unfinished, unprocessed, uncertain, unknown, unadorned, unsettled, unfussy Daniel Kahneman – Endlessly amused by people’s minds Brian Eno – I like making and thinking about culture. Malcolm Gladwell – Father said: “Anything but journalism.” I rebelled. Rufus Wainwright – According to Elton John world’s greatest singer-songwriter Don DeLillo – Bronx boy wondering why he is here. Anish Kapoor – As if to celebrate I discovered a mountain Joan Didion – Seven words do not yet define me.

4) From the biography, try and guess what the person does for a job (some of them are fairly easy, but you could ask them to try and be more specific i.e. what kind of journalist is Malcolm Gladwell? What do you think he writes about?)

5) Ask them to check online and find out more about the person. Ask them to write down four key facts about the person so they can describe them to the rest of the class.

6) They can now read their biographies to the rest of the class, and they can guess what job the person does. The students can then answer by using the facts they wrote down.

7) Talk about the different styles of biography (Eno and Wainwright’s are very straight descriptions, Didion, Holt, DeLillo, Gladwell and Kahneman’s are clever or funny, and Kapoor and Byrne’s are abstract and poetic.) Point out how some of them skip parts of the language (pronouns, articles, to be etc), some of them are lists and some are complete sentences.

8) Ask students to write their own seven word biographies. As they work on them, make yourself available to help, and check to make sure they are correct.

9) Ask them to write the seven word biography in big letters on a piece of A4 paper so they are clear to read (if you have the facilities, you could use a website like memegenerator.net to make them into attractive images, like I did above). Stick them up around the class so everyone can read them. Give the other students an opportunity to ask questions to the writers so they can expand on what they’ve written.

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2 responses to “Seven Word Biographies”

Congrats on your new blog! Looks wonderful! Very refreshing activity. I knew about 6 word stories but hadn’t heard of the seven word variety! What do you do though, with those students who “turn off” when faced with creative activities? I had this problem with a lovely valentine activity and two 10th graders. Thanks! Naomi

Thanks Naomi, appreciate it. To be honest, I’ve never really had this problem. Occasionally some students clam up a bit, but that’s normally a sign that they haven’t entirely got what we’re trying to do. With a bit more support, they’re okay.

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Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans

7th Grade Writing

For seventh graders, this Common Core area helps students gain mastery of writing skills by working collaboratively and producing written texts, understanding syntax and vocabulary, and organizing their ideas. Among the complete standards for this grade, seventh graders will be asked to: use precise language for written work, including formal style, use appropriate technology to publish writing and to collaborate on written projects, demonstrate keyboarding skill, go through the process of writing, editing and revision for their written work, conduct short research projects to answer a question, quote or paraphrase the data and conclusions of supporting texts while avoiding plagiarism and using proper citation, use evidence from literary or informational texts to support analysis, reflection, and research.

Abraham Lincoln Bio Poem

Your students will write a bio poem about Abraham Lincoln.

Back to School Diamante Poem

Teach your students a fun way to write diamante poems using our new back to school worksheet.

Bio Poem: My Mother

A fun Mother’s Day bio poem activity for your students!

Bio Poem: Pilgrim

A biography poem, also called a bio poem, is a short poem which describes a person or thing. This printable Thanksgiving Activity guides students through creating a bio poem about Pilgrims.

Bio Poem: Someone You Know

Students will write a bio poem about someone they know using the format set in this worksheet.

Christmas Tree Bio Poem

A biography poem, also called a bio poem, is a short poem which describes a person or thing. Sometimes writing a bio pem can be tricky! This printable Christmas Activity guides students through creating a bio poem about a Christmas tree.

Correct the Transition Words Mistakes – Worksheet

Have your students revise sentences and correct transition word mistakes with this educational writing activity.

Diamante Poem: Antonyms

Students write an antonym diamante poem in the space provided.

Diamante Poem: Synonyms

A diamante poem takes its name from the shape it makes: a diamond. Diamante poems were introduced in 1969 by Iris Tiedt. Students write a synonym diamante poem in the space provided.

Edgar Allan Poe; Journalist Trickster

Students read about one of Edgar Allan Poe’s hoaxes when he was a journalist. Each student then write’s their own hoax!

Edgar Allan Poe: Secrets in Poetry

Students read from Edgar Allan Poe’s “An Enigma” and decipher the name of the woman’s whose name is hidden within the text.

Father’s Day Bio Poem: My Father

Enhance your students’ writing skills with this fun Father’s Day Biography Poem activity.

Fourth of July Bio Poem: America

Encourage your students to learn about America with this Fourth of July Biography Poem activity.

George Washington Bio Poem

Your students will write a bio poem about George Washington.

George Washington’s List of Rules

When George Washington was a young boy, he made a list of rules for himself. Students choose one of the rules and write what it means.

Halloween Bio Poem Activity: Ghost

Create a bio poem about your own personal ghost with our fun Halloween printable activity!

Main Idea Organizer

Teach your students how to organize their writing with this helpful Main Idea Organizer. Students will be asked to complete the worksheet by writing their own main idea, three details, and a summary. This will help your students better understand how to organize their ideas for writing in the future, especially when writing an essay!

Newspaper Reporter: An Interview With President Lincoln

Your student is now an official reporter and their task is to interview President Abraham Lincoln! Students write three questions they would ask him and what his replies would be.

Transition Words: Complete the Sentence

Enhance your students’ writing skills with this “Complete the Sentence” transition words activity.

Using Transition Words

In this worksheet, your students will learn how to properly use transition words in a sentence.

Home » English Grammar » Kinds of Sentences Examples Worksheets Class 7 Chapter 2

Kinds of Sentences Examples Worksheets Class 7 Chapter 2

In the English language, sentences are the building blocks of communication. They convey meaning, express thoughts, and provide information. In Chapter 2 of the Class 7 curriculum, students delve into the various types of sentences and learn how to identify and use them correctly. This article will provide a comprehensive overview of the kinds of sentences covered in Class 7, along with examples and worksheets to reinforce learning.

Overview of Chapter 2: Kinds of Sentences

In Chapter 2, students will delve into the fundamentals of sentence structure, focusing specifically on the various types of sentences found in the English language. This chapter serves as a foundational building block for understanding how sentences are constructed and how they convey meaning. By the end of this chapter, students will have a clear understanding of declarative, interrogative, imperative, and exclamatory sentences, and their respective functions in communication.

A. Understanding Sentence Structure

In this section, students will learn the basic components of sentence structure. They will explore the roles of subjects, predicates, and other elements that contribute to the formation and clarity of sentences. By understanding sentence structure, students will be better equipped to analyze and construct various types of sentences effectively.

B. Importance of Knowing Different Types of Sentences

Understanding the different types of sentences is crucial for effective communication and writing skills. By knowing how to recognize and use declarative, interrogative, imperative, and exclamatory sentences, individuals can convey their thoughts and ideas more clearly and accurately. Each type of sentence serves a distinct purpose, whether it’s making statements, asking questions, giving commands, or expressing emotions. Mastery of sentence types enhances language proficiency and enables individuals to communicate effectively in various contexts.

Kinds of Sentences

In the study of language, sentences are categorized into different types based on their function and structure. According to function, sentences can be classified into four kinds:

1. declarative, 2. interrogative, 3. imperative, 4. exclamatory.

Each type serves a specific purpose in communication, whether it’s making statements, asking questions, giving commands, or expressing strong emotions.

On the other hand, sentences can also be classified according to their structure, dividing them into three kinds:

1. simple, 2. compound, 3. complex.

Understanding the function and structure of sentences is essential for effective communication and writing.

Kinds of Sentences According to Function

According to function, sentences can be classified into four kinds.

1. Declarative sentences

These sentences state some facts. They are also called assertive sentences.  We put a full stop at the end of a declarative sentence. 

For e xample,

• I study in Class VII.
• Ravi likes to play cricket.
• Mahima is cleaning her car.

Declarative sentences are of two kinds – affirmative or positive, and negative.

For example,

• I can play the guitar. (positive)
• I cannot play the guitar. (negative)

2. Interrogative sentences

These sentences ask questions. We put a question mark(‘?’) at the end of an interrogative sentence. 

• When will you come to Delhi?
• Did you like the film?

Interrogative sentences are of four kinds.

a. Yes/no questions 

These are questions that need either a yes or a no answer.

• Are you American?
• No, I am not.
• Do you like ice cream?

b. Wh questions 

These are questions that are asked using question words such as who, whom, what, when, where, why, how, which, or whose. 

• What is your name?
• Where do you live?

c. Tag questions 

These are interrogative fragments that are added at the end of a declarative or an imperative sentence to form questions. 

• Your pet loves you, doesn’t it?
• They haven’t slept off, have they?

Note: Usually, an affirmative statement has a negative tag and a negative statement has an affirmative tag.

d. Choice Questions 

These are questions that provide a choice. The answer to the choice question is in the question itself. 

• Would you like to go to Singapore or Bali?

3. Imperative sentences

These sentences express a request, a command, or a piece of advice.

• Obey your parents and your teachers.
• Please make some coffee for me.
• You may take the metro upto Rajiv Chowk.

4. Exclamatory sentences

These sentences express sudden emotions and feelings. We put an exclamation mark at the end of exclamatory sentences. 

• What a lovely idea it is!
• How beautiful the parrot is!

Kinds of Sentences According to Structure

According to structure, sentences can be classified into three kinds.

1. Simple sentences

A simple sentence has only one independent clause. It has a subject and a verb and conveys complete sense. 

• I am happy.
• She is learning to swim.
• Father bought a new car.

2. Compound sentences

A compound sentence has two or more independent clauses. The independent clauses are joined by a coordinating conjunction- for, and, nor, but, or, yet or so. 

• I like tea, but she likes coffee.
• She was tired, so she went off to sleep.

Note:   You can remember the seven coordinating conjunctions by remembering the following acronym: FANBOYS.  

In the acronym, F stands for, A stands for and, N stands for nor, B stands for but, O stands for or, Y stands for yet and S stands for so. She went to the station and bought tickets for the trip.

The part of a sentence that can stand alone and convey complete sense is called the main, or the independent, clause. 

• She came to my house and went off to sleep.

In this sentence, both the parts (She came to my house + (She) went off to sleep) are independent clauses because both these parts convey complete sense and are independent of each other. The part of a sentence that is dependent on the other part is called the subordinate, or the dependent, clause. 

• Marina had left before I could reach Jisha’s house.

In this sentence, Marina had left can stand independently and be a sentence on its own. But I could reach Jisha’s house cannot stand alone as a complete sentence on its own.

You will learn more about phrases and clauses in Chapter 14 and Chapter 15, respective

3. Complex sentences

A complex sentence has an independent clause and one or more dependent clause /clauses. The two clauses are joined by a subordinating conjunction such as because , that , when , until , though , although, or while.  

• She went out for a walk although it was raining.
• Mary left early because she had to catch a flight early in the morning.
• The train had left before I reached the station.

How to Use the Worksheets

Step-by-step instructions.

• Read the instructions carefully.
• Identify the task or concept.
• Review the examples.
• Work through each exercise.
• Check your answers.

Tips for Effective Practice

• Practice regularly.
• Start with easy exercises.
• Seek feedback.
• Use a variety of resources.
• Stay consistent.

Practice Worksheets for Kinds of Sentences

A. identify these sentences and write their kind..

(i) Is it going to snow tomorrow?

(ii) New leaves sprout on trees.

(iii) Please help me.

(vi) When will the program begin?

(v) How wonderfully he sings!

(vi) I won’t follow your advice.

(vii) How many students graduated from this university last year?

(viii) What punishment should be given to the thieves?

(ix) Hurrah! We have won the match.

(x) Turn right at the corner of the temple and wait there till I come.

(xi) Please note the homework in your diary.

(xii) Do you understand Oriya?

(xiii) Which ice cream do you like more-chocolate or vanilla? choice questions

(xiv) Open the door.

(xv) He is playing golf.

Unsolved Worksheets for Types of Sentences

B. identify the kinds of sentences as simple (s), compound (c), or complex.

1. The baby cried for food.

2. Being tired, he went to bed.

3. If you study well, you will pass.

4. The teacher entered the class.

5. I saw a girl who had blue eyes.

6. The earth moves around the sun.

7. He works hard, so he will succeed.

8. The food was hot, so I could not eat.

9. When I was young, we had a lot of pets.

10. While Tom reads novels, Jack reads comics.

11. As it rained heavily, the school was closed.

12. It rained heavily, so the schools were closed.

13. Everyone enjoyed the film, however I did not.

14. Although it rained a lot, they enjoyed themselves.

15. Jigyasa is a teacher and her brother is an engineer.

16. The cat jumped onto the couch and slept on a cushion.

17. My friend has invited me to a party but I don’t want to go to it.

18. Rajni likes reading novels but Priyansh loves reading comics.

19. Although my friend invited me to the party, I do not want to go.

20. She likes to sleep in but she can get up early if she has work.

21. Although I like to go camping, I haven’t had the time to go anywhere lately.

By understanding the structure and usage of declarative, interrogative, imperative, and exclamatory sentences, students can improve their writing and communication skills. With the provided examples and practice worksheets, Class 7 students can enhance their understanding and proficiency in using various sentence types effectively.

FAQs (Frequently Asked Questions)

1. What are declarative sentences?

Declarative sentences make statements or convey information.

2. How do interrogative sentences differ from other types?

Interrogative sentences ask questions and end with a question mark.

3. Can you provide an example of an imperative sentence?

“Please pass the salt” is an example of an imperative sentence.

4. What is the purpose of using exclamatory sentences?

Exclamatory sentences express strong emotions or excitement.

5. Why are practice worksheets important for learning sentence types?

Practice worksheets help reinforce learning and improve retention.

Related Posts:

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Biography Writing Teaching Resources for 7th Grade

• Teaching Resource 24
• English Language Arts  22
• Writing  21
• Types of Writing  19
• Expository Writing  18
• Inquiry and Research  8
• Social Studies  5
• US History  4
• Historical Figures  3
• Reading Comprehension  3
• Special Areas  2
• Reading Response Skills  2
• Women's Rights Movement  2
• Report Writing  2
• Text Structures  2
• Physical Education  1
• World History  1
• English Language Arts and Reading  1
• Westward Expansion  1
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• Teach Starter Publishing 24
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Biographical sketch for students, Format, Solved Examples, Worksheet

Jump ahead to:

Hey, welcome with the new article “Biographical sketch”, it’s no matter in which class/grade/Standard you are 4, 5, 6, 7,8 9, 10, 11, 12, teacher or student, this may this article help you to understand completely what is biographical sketch format, how to write it etc. Here we have Solved Examples and worksheet help you to understand the topic in good way. So without wasting time let’s start.

A bio-sketch or Biographical sketch of a person contains a detailed account of his physical outlook, characteristics, nature, job profile and other relevant personal information as required. The data provided in the question is used to write a bio-sketch or personally compiled by the writer.

What is a biographical sketch?

A bio-sketch or a biographical sketch is a brief write up that to summarize a person’s life, achievements, character, experiences, etc. It is a short description highlighting the main traits of the personality of the chosen subject.

How to write a biographical sketch?

Biography sketch: It is always written by a person other than the one who is being described. The aim of a bio-sketch is large to present a positive picture of the person concerned. It is advisable to present all the information in chronological order while writing a bio-sketch so that the reader can trace the life of the subject from the beginning to the end.

Biographical Sketch Format for students

The main points that need to be incorporated while writing a bio-sketch are:

• Full name, date of birth/age, place of birth
• Major personality traits
• Educational details highlighting any major achievements or awards
• His/Her contribution to society
• Any special interest
• Why is he/she famous or known for?

A biographical sketch is always written in the third person and aims at describing the significant achievements or impressive traits of a person’s personality.

Before writing a bio-sketch, the writer needs to conduct a thorough research about the life of the subject he/she has chosen. This can be done by reading reliable information in journals, books, libraries or online database.

The writer can then prepare a timeline of the person’s life and decide which points he/she wishes to highlight. Since a bio-sketch is a brief description, it describes such qualities, events and achievements .

In short, the writer should be able to paint a pen portrait of the subject and convince the reader that the person was unique and worth reading about.

Biographical sketch Solved example

Given examples are of “essay” biographical sketch solved example , you have to write an essay with the help of given clues.

Here we have two solved examples:

• (Biosketch solved example 1) : In the first example “Write a biographical sketch on Vishwanathan Anand not more than 100-120 words”.
• (Biosketch solved example 2) : In the Second example “Write a biographical sketch on Kailash Satyarthi not more than 100-120 words.

Biosketch solved example 1

Write a biographical sketch of Vishwanathan Anand – Grandmaster, a world Chess Champion in your own words in not more than 100-120 words . Clues have been given.

Biosketch solved example 2

Question: Write a biographical sketch of Kailash Satyarthi , a Nobel Peace Prize Honorary, in your own words in not more than 100-120 words , Clues have been given.

Kailash Satyarthi

Born 11 January 1954, Vidisha, Madhya Pradesh, India-academic qualification-Electrical Engineer-family-married, Two children-a daughter and a son-prize motivation – ‘His struggle against the suppression of children and young people and for the right of all children to education’ – awards – Nobel Peace Prize, 2014 (shared with malala Yousafazai) – Defenders of Democracy Award (US), 2009- Alfonso Comin International Award (Spain), 2008 – The Robert. Kennedy Human Rights Award, 1995 – popular child Rights Activist- started a journal ‘The Struggle Shall Continue’ in 1980 (create awareness about child labour) – founder – Bachpan Andolan (BBA), a movement dedicated towards eradication of human trafficking and bonded child labour.

Biographical Solved Example Image

Worksheet for students

Here we have two worksheets read carefully.

• (Worksheet 1): In the first worksheet, you have a paragraph and you have to write a biographical sketch with the help of given hints or Clues in the form of a paragraph .
• (Worksheet 2): In the second worksheet, you have to write a paragraph/biographical sketch with the help of given clues.

Worksheet 1

Write the biographical sketch of Raghuram Rajan, former Governor of RBI, in your own words in not more than 100-120 words. Clues have been given: (biographical sketch example for students)

Former governor-RBI-23rd-born February 3, 1963- Bhopal, Madhya Pradesh – Tamil family – father was senior bureaucrat – graduate from IIT Delhi in 1985- management degree from IIM- Ahmedabad in 1987-doctoral degree in 1991 from MIT-HKUST (Hongkong University of Science and Technology)-vegetarian-loves swimming, squash, tennis, running-married to Radhika Puri-she is a lecturer of law-at Chicago Law School-he served as the Chief Economic Advisor to Finance Ministry- was the youngest Chief Economist- at IMF in 2003 – prestigious awards- Fischer Black Prize-Best Central bank Governor Award-Deutsche Bank Prize for financial economics

Worksheet 2

Write the biography sketch of Nelson Mandela, the first Black President, in your own words in not more than 100-125 words. Clues have been given.

Also, read:

• Notice writing
• Message writing
• Report writing 

Biographical Sketch PDF

25 thoughts on “biographical sketch for students, format, solved examples, worksheet”.

Hello, can I get clues for Richard Ebright in biography sketch. Please help…Thank you

thank you abhinav it was absolutely correct we love you

Very nice 👍👍👍 Will use the website again Thank you 😊😊 📝📝

Thank you for your feedback

Write a biographical sketch of sirivennela seetha Rama sastry

Biographical sketch of sirivennela seetha Rama sastry

Sirivennela Seetharama Sastry (a.k.a. Sirivennela), born on May 20, 1955, in Andhra Pradesh, India, is a renowned Indian poet, lyricist, and songwriter. His lyrical prowess and deep understanding of human emotions have made him a prominent figure in the Indian film industry, particularly in Telugu cinema.

Sirivennela’s journey into the world of poetry and lyrics began during his college days, where he developed a passion for literature and music. His talent soon caught the attention of music directors and filmmakers, and he made his debut as a lyricist with the film “Kokila” in 1980. Since then, Sirivennela has penned thousands of songs for Telugu films, showcasing his versatility and creativity.

Known for his profound lyrics and poetic expressions, Sirivennela has collaborated with some of the most celebrated music composers in the industry, including Ilaiyaraaja, A. R. Rahman, and M. M. Keeravani. His songs often delve into themes of love, life, and human relationships, striking a chord with listeners across generations.

Apart from his work in films, Sirivennela has also published several collections of poetry, further establishing himself as a prolific writer. His contributions to the field of literature and music have earned him numerous awards and accolades, including several Nandi Awards and a National Film Award for Best Lyrics.

Sirivennela’s enduring legacy lies in his ability to touch hearts and evoke emotions through his words. His songs continue to be cherished by millions of fans, making him a beloved figure in the world of Telugu cinema and beyond.

Hi this examples where very useful

THE ONE PIECE IS REALLLL!

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This website is very useful for revising the concept before exams. I was able to clear all my doubts by reading the document. I solved the worksheet, to practice my writing skills.

Very good website for help

This website is very helpful for the revision of writing skills before the paper.

You’re welcome!

Hi iam suparna Sengupta your website is very interesting and good for finding examples thanks for your supporting website

Thank you for visiting our website. We appreciate your presence and interest in our platform.

It helped me a lot specially in my exams. I did the worksheets and i saw improvement in me. I got full marks in biographical sketch. Thx for teaching me so well

Your welcome

Hello…This was very helpful…I could not find any question clues for bio sketch on google…This website helped me. Thank you Perform digi! Peace.

Thank you for making this wonderful site. This really helped me to improve my scores.

You’re welcome! I’m thrilled to hear that the site has helped improve your scores. If you have any more questions or need further assistance, feel free to ask. Happy learning!

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Thu, 26 Nov, 2020

Everything About Biography Writing Course for Class 7 Kids!

Linked table of contents, about biography writing course for class 7 kids, benefits of biography writing course for class 7 kids, about the curriculum of biography course for class 7, biography writing course for class 7 kids activities and worksheets.

A biographical sketch is a brief synopsis of a person’s life. Any remarkable personality who has been on the top in his/ her field can be chosen as a biographee. The best Biography Writing Course for class 7 kids concentrates on personal histories, in order to discover and explain the influence of that individual on a world as a whole. T

he biographee’s strengths, weaknesses, triumphs and defeats are at the center of research. Class 7 Biography Writing development class seeks to explain the biographee as an individual as well as an influencer. 

The narrative can either be a simple chronological description of an individual's life, or it can be a deeply analytical one, explaining a person's actions, choices, and motivations. In the latter case, an individual's life progress would typically be explained using social, and even psychoanalytic, approaches.

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The childrens may first encounter Biographical Precis, typically found in encyclopedia articles about famous people or in biographical collections such as Who's Who, an annual list of notable, contemporary individuals. 

In a more sophisticated investigation, childrens may use an inquiry learning approach and write their own accounts of significant historical or contemporary figures, combining both primary and secondary sources and placing the subject within their historical context.

As it’s always said that there is no substitute for experience. But when you don’t have first-hand experience then the next best thing is to learn from the experience of others. And, that’s what class 7 English Biography Writing classes are aimed at. 

Mentors from Google, Harvard and XLRI strive to provide kids with insights into the lives of some great minds and then present their stories into some great narrative. Writing never comes easy and that’s why it’s always imperative to have mentors around.

Better handwriting

Biography Writing course for class 7 In English involves a lot of writing and repeating until a perfect biography is written. The process indirectly helps improve the handwriting of the kids while promoting cognitive growth simultaneously. A better handwriting is always one benefit to look forward to.

Building individual perspective

Biography Writing Course for class 7 In English involves a lot of research and insight into biographee’s life. This process helps kids to look at their life from unbiased eyes and extract the best lessons from their lives. Kids get encouragement to improve and achieve something remarkable too. What else can a parent ask for to keep their kids driven to success?

Building morale

Biography Writing course for class 7 In English involves in-depth investigation into a person’s life and that person can either be an entrepreneur or scientist or literature genius like Mark Twain. Writing about such remarkable people from different walks of lives builds your kid’s morale of how they can be such dynamic individuals too.

Writing is an art and everyone can learn it. But the earlier you start, the better your kid's chance of succeeding in it would be. You will never know what your kid is capable of until they have been polished a bit. So, let your kid’s future shine like the sun with the Biography Writing Course for class 7 In English .

Our course entails the following:

Introduction to the course

it's imperative to make kids comfortable to learn Biography Writing for class 7. The tips and tricks are explained in further modules

Writing style

Unlike an essay on myself, a biography is written in third person form. There should always be a chain of events, not some haphazard tale. Such things are of principal importance to develop English Biography Writing for class 7 and our mentors focus on the littlest things to make the story a masterpiece.

What to write

What not to write is just as important as what to write. Keeping in mind that the biographer is a person too, some personal/ professional boundaries shouldn’t be crossed. Mentors at PlanetSpark teach children about what’s suitable and what’s not.

To make class 7 English Biography Writing classes fun for the kids, mentors at PlanetSpark are always introducing fun and inspiring activities. There are many parameters to keep in mind while learning Biography Writing for class 7. Mentors have developed worksheets which help in keeping a track over children’s performance too.

PlanetSpark offers the best biography writing course for class 7 kids. So, without any further ado book a FREE class NOW and start learning today!

Which biography writing course is the best?

Biography writing isn’t an easy skill to learn. It is required to represent the life of a third person from an unbiased yet interesting angle. To develop English Biography Writing for class 7, only that course that helps your children understand the process is the best one.

Which online biography writing course is the best?

Biography writing for class 7 can simply be termed as writing personal history and it can get complicated at times. Mentors at PlanetSpark are always one step ahead of the childrens to guide them through the process, that’s our courses are the best.

What are biography writing classes?

Writing a biographical sketch means writing a brief summary of a person’s life, achievements and failures. The goal is always to write an interesting yet impartial sketch in third person to engage the readers. Details like special awards, interests, recognitions etc are to be included in the biography.

How do I start biography writing training?

For writing a biography, one should have a complete understanding about the life of the biographer. Every experience that might have shaped his/ her life should be taken into consideration including achievements, failures and adventures.

How much do biography writing courses cost?

Biography Writing Course for class 7 In English is available at a very reasonable price of INR xxxxx only at PlanetSpark. The mentors value skills and education over any monetary benefits which is a guiding force for them to revolutionize the education system.

People who read this blog, also read this:

Bring personal histories to life: Master the art of creative biography writing

Master Blaster's journey: A biography of Sachin Tendulkar

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Sentence Exercise for Class 7 CBSE With Answers

Looking for an easy way to Learning of new elementary english grammar and composition for class 7 answers, Solutions. You have to learn basic  English Grammar  topics like Tenses Verbs, Nouns, etc… In this article, we will review the best English Grammer Topics and compare them against each other.

Sentence Exercise for Class 7 CBSE With Answers Pdf

What is a sentence? A. A sentence is a complete set of words that conveys a complete meaning. A sentence can communicate:

• a. a statement (I am studying.) – Affirmative
• b. a command (Go away.) – Imperative
• c. an exclamation (I’m so excited!) – Exclamatory
• d. a question (What time is it?) – Interrogative

B. A sentence is composed of one or more clauses. A clause contains a subject and verb.

• Independent and Dependent Clauses
• There are two types of clauses: independent clauses and dependent clauses.
• A sentence contains at least one independent clause and may contain one or more dependent clauses.

An independent clause (or main clause)

• is a complete thought
• can stand by itself

A dependent clause (or subordinate clause)

• is an incomplete thought
• cannot stand by itself

You can spot a dependent clause by identifying the subordinating conjunction. A subordinating conjunction creates a dependent clause that relies on the rest of the sentence for meaning. The following list provides some Examples: of subordinating conjunctions. Before, if, though, while, unless, although, because, even though, since, when, until, whereas are some Examples: of subordinating clauses.

• Independent Clause: When I go to the movies, I usually buy popcorn.
• Dependent Clause: When I go to the movies, I usually buy popcorn.
• Independent Clause: I don’t like the ocean because sharks scare me.
• Dependent Clause: I don’t like the ocean because sharks scare me.

Types Of Sentences Worksheet Class 7 CBSE

Types of Sentences?

There are four types of sentences: 1. Declarative sentence: These sentences provide information and can be affirmative or negative. They end in a full stop. For example:

• children love to eat chocolates.
• Children do not love at eat chocolates.

2. Imperative sentence: These sentences are used to give orders/commands and make requests. Such sentences do not contain the subject (you) as it is understood. They usually end in a full stop. If the imperative sentence consists only of verbs or a verbal phrase it may end in an exclamation mark – Don’t shout! For example:

• Bring the paper.
• Stand in the queue.
• Take left for church.

3. Interrogative sentence: These sentences ask questions. They can begin with interrogative words or auxiliary verbs. They end in a question mark. For example:

• Do you read your book?
• What is your native language?

4. Exclamatory sentence: These sentences express strong emotions and feelings. Interjections such as Oh and Hurrah may be used before exclamatory sentences. They end in an exclamation mark. For example:

• What a beautiful dress she is wearing! (Shows strong feeling)
• Shit! Have done the wrong.
• Alas! She lost her mother.

Functions of Simple Sentences: We use simple sentences when presenting a limited amount of information. Although simple sentences may be shorter, they are not any less academic than other sentence types.

Functions of Compound, Complex and Compound-Complex Sentences

Compound, complex, and compound-complex sentences can serve similar purposes. The writer can tailor the amount of information he or she provides by adding independent and dependent clauses to simple sentences.

Sentence Exercises Worksheets for Class 7 CBSE

A. Read the following sentences. Tick the box marked ‘simple’ if it is a simple sentence, ‘compound’ if it is a compound sentence or ‘complex’ if it is a complex sentence.

1. We have to go to bed when the clock chimes at ten o’clock. Simple () Compound () Complex ()

2. Gita liked Amit’s friend, and she also liked his cousin. Simple () Compound () Complex ()

3. The big brown dog ran after the blue and red ball. Simple () Compound () Complex

4. Pawan and Payal rode their bicycles after they ate lunch. Simple () Compound () Complex ()

5. The teacher and the principal met in the hall near the library. Simple () Compound () Complex ()

6. Many brave soldiers fought in the war, and they received medals. Simple () Compound () Complex ()

7. The drummers played for a long time, but the piano players stopped early. Simple () Compound () Complex ()

8. Before the queen rode in the parade, she gave a speech. Simple () Compound () Complex ()

9. After midnight the ghosts will come out of the haunted attic. Simple () Compound () Complex ()

10. She dropped the pan and the plate, but she held on to the spoon. Simple () Compound () Complex ()

B.  Transform the following affirmative sentences to the negative.

• Everyone found the film exciting.
• Divya is always on time for class.
• Shimla is colder than Delhi.
• That dog is too wild to be kept as a pet.
• Mercury is the closest planet to the sun.
• Hardly had I put out the clothes to dry when it began to rain.
• Cane furniture is less expensive than wooden furniture.
• Almost everyone contributed generously to the flood relief fund.
• As soon as we took our seats the curtains rose.
• Coffee is more popular than tea in south India.

C. Separate the subject and predicate in the following sentences.

• She has a good memory.
• No man can serve two masters.
• (The sea has many varieties of fishes.
• A bus passed our house.
• My father got a promotion.
• Her comes to the bus.
• Jenny has a good memory.
• A healthy body leads to a healthy mind.
• The Earth revolves around the Sun.
• It is a very cold day.

D. Underline the group of words that form a clause in the sentence.

• People who pay their debts are trusted.
• We cannot start while it is raining.
• I think that you have made a mistake.
• People who rise early stay healthy.
• I think it is his hard work that has made him successful.

NCERT Solutions for Class 6, 7, 8, 9, 10, 11 and 12

CBSE Class 7 English Grammar – The Sentence

October 8, 2018 by Sastry CBSE

Definition of Sentence A group of words that is arranged in a proper order and gives a complete meaning is called a sentence. e.g.

•  Delhi is the capital of India.
•  Manohar is the captain of team.

Subject A subject is a noun or pronoun that either does the work or about whom/which something is stated. e.g.

•  Ram is reading a book. (Subject) Here, Ram is the doer of the action as he is busy in reading his book. So, Ram is the subject.
•  Peacock is a beautiful bird. (Subject) Here, something has been said about the beauty of the peacock. So, peacock is the subject.

Object An object is a word which receives the effect of action done by the subject, e.g.

•  Leader has distributed blankets. (Object)
•  Maya writes a poem. (Object)

Here, leader and Maya are the subjects who perfom the action of distributing and writing respectively. The nouns ‘blankets’ and ‘poem’ receive the effect of the action done by the subject.

Complement Complement is a word or a group of words that adds more meaning to the subject or to the object. e.g.

•  John is playing football in the ground. (Complement)
•  Vijay is going to library for books. (Complement)

The word or group of words indicated as complement adds up to the meaning of the subject or object. Earlier, we have studied what is a sentence. Now we shall learn about the parts of sentence and the types of sentence.

Interrogative Sentences Interrogative sentences are those sentences that make a question sense. e.g.

•  Do you read your book?
•  What is your native language?

Note: An interrogative sentence always ends with a mark of interrogation (?). This is the way to identify the interrogative sentences.

Types of Interrogative Sentences Interrogative sentences are of two types

•  Yes/No Interrogatives These are closed ended interrogatives where the answers are in the form of yes or no. e.g.  (a) Have you got some time? Yes, I have. No, I have not. (b) Did you have your lunch? Yes, I had. No, I did not.

Imperative Sentences Imperative sentences are the sentences that express order command, instructions, advice and request. They begin with a ‘verb’, e.g.

•  Bring the paper.
•  Stand in the queue.
•  Take left for church.
•  Practice Maths regularly.
•  Help the needy and poor.

Exclamatory Sentences Sentences that are used to show internal emotions or abstract feelings are exclamatory sentences, e.g.

•  Shit! I have done the wrong.
•  Alas! She lost her mother.
•  Bravo! The man showed courage.
•  Hurrah! We conquered.

Note: Exclamatory sentences can be easily understood with the help of Words of exclamation. (Words that show sudden or abstract feelings). Sign of exclamation (I).

Optative Sentences Sentences that show wish, desire or entreaty are called optative sentences. e.g.

•  May God bless you.
•  I wish I were a bird.
•  May you achieve great success in your life.
•  I wish we had studied earlier.

Interchange of Sentence

Interchange of Positive into Negative Sentence When a positive sentence is to -be changed into negative then we should use ‘not’ between helping verb and the main verb of the sentence. e.g.

•  She was writing poems. (Positive) She was not writing poems. (Negative)
•  I was playing cricket. (Positive) I was not playing cricket. (Negative)

Note: In simple present and simple past tenses there may be no helping verb and if it is the case then we use do/does/did as the helping verb in forming a negative statement.

Rule 1 If a sentence contains an amount or magnitude  or number of something then negative adding ‘no’. is made by e.g.

•  She has a car. (Positive) She has no car. (Negative)
•  Puneet had some sugar. (Positive) Puneet had no sugar. (Negative)

Rule 2 When indefinite pronouns like somebody, someone, anybody or anyone are used then to make a negative sentence nobody or none is used. e.g.

•  Somebody has called you. (Positive) Nobody has called you. (Negative)
•  Anybody can read a book. (Positive) Nobody can read a book. (Negative)

Rule 3 A positive sentence can be changed into negative by using another word which is the antonym in the negative sentence. e.g.

•  Rahim is a good boy. (Positive) Rahim is a bad boy. (Negative)
•  1 am fit for this job. (Positive) 1 am unfit for this job. (Negative)

Rule 4 Positive sentence can be changed into negative by using ‘neither-nor’ also. e.g.

•  He is a poet and teacher. (Positive) He is neither a poet nor a teacher. (Negative)
•  Mr John is the chairman and the secretary. (Positive) Mr John is neither the chairman nor the secretary. (Negative)

Interchange of Positive into Interrogative Sentence

Rule 1 A positive sentence can be changed into interrogative sentence by putting the helping verb before subject. e.g.

•  Children are playing. (Positive) Are children playing? (Interrogative)
•  She had finished the work. (Positive) Had she finished the work? (Interrogative)

Rule 2 A positive sentence can be changed into an interrogative sentence by using ‘Wh’ words. e.g.

•  The baby is crying. (Positive) Why is the baby crying? (Interrogative)
•  Farmers plough the field. (Positive) When do farmers plough the field? (Interrogative)

Parts of Sentence

•  Doer of action.

Practice Questions and Solutions

Question 1: Identify subject, helping verb and verb in the following sentences.

•  The Ganga is providing water for agriculture.
•  Workmen work in their fields.
•  Teacher teaches the pupils.
•  They have completed the work.
•  Was Seema busy with her friend?
• Subject – The Ganga Helping verb – is Verb – providing
• Subject – Workmen Helping verb – X Verb – work
• Subject – Teacher Helping verb – X Verb – teaches
• Subject – They Helping verb – have Verb – completed
•  Subject – Seema Helping verb – was Verb – X

Question 2: Identify the object and complement in the following sentences. If there is no object or no complement then indicate the same.

•  The dog is barking in the field.
•  The peon rings the bell always.
•  A tiger is a dangerous animal.
•  River gives life to the people.
•  It is raining in Delhi.
• Object – X Complement – in the field
• Object – the bell Complement – always
• Object – X Complement – dangerous animal
• Object – life, people Complement – X
• Object – X Complement – In Delhi

Question 4: Choose the correct option from the given questions. A postman delivers the letter to people.

•   Which is the subject of the sentence? (a) Letter               (b) People (c) A postman     (d) Delivers
•   Which is the object of the sentence? (a) A postman     (b) The letter (c) People             (d) Delivers
•   Which is the verb of the sentence? (a) Delivers         (b) A postman (c) People            (d) The letter
•  Which is the complement of the sentence? (a) People           (b) Postman (c) Letter            (d) None of these
•   Subject of the sentence is (a) doer of the action (b) about whom/which something is said (c) cannot be decided (d) Both ‘a’ and ‘b’

Question 5: In the following sentences identify the subject and the predicate.

•  The car broke down in the middle.
•  A clever boy dodged the man there.
•  One who thinks good does good always.
•  The dull shopkeeper made no sale today.
•  Eager people get success in Science.
• Subject – The car Predicate – broke down in the middle.
• Subject – A clever boy Predicate – dodged the man there.
• Subject – One who thinks good does Predicate – good always.
• Subject – The dull shopkeeper made Predicate – no sale today.
• Subject – Eager people get success in Predicate – science.

Question 6: Identify the kind of the sentences given below. Write in your notebook.

•  May our team; win the match.
•  She could not appear for the party.
•  How did you manage the affair?
•  One could be fined Rs. 200 for this.
•  Wow! what a blissful sight it is.
• Interrogative
• Exclamatory

• Father asked the children ………. books do they want to purchase?
• ………. does this bus leave for Agra?
•  ………. has happened to you?
•  ………… is the chief secretary of UNO?
•  ………. are you going so early in the morning?

Question 8: In the sentehces below identify the type of sentences.

•  Ouch! my finger gets a cut.
•  Nothing is possible without money.
•  Why was a large dam built there?
•  The tiger moved with rage in the jungle.
•  My mother wants me to do the study.
•  Exclamatory Sentence
•  Negative Sentence
•  Interrogative Sentence
•  Positive Sentence
•  Optative Sentence

Question 9: Change these positive sentences into negative sentences.

•  India is a populous country.
•  The weather is very fine today.
•  Indian economy is increasing these days.
•  Bank provides the loan to its Customers.
•  The cow is a very useful quadruped.
•  India is not a populous country.
•  The weather is not very fine today.
•  Indian economy is not increasing these days.
•  Bank does not provide loan to its customers.
•  The cow is not a very useful quadruped.

Question 10: Change these positive sentences into the interrogative sentences.

•  Metro is a convenient mode of transport.
•  People love to reside in cities.
•  One should work hard to get success.
•  The snake charmer plays his flute well.
•  Leaders are unpredictable people.
•  Is metro a convenient mode of transport?
•  Do people love to reside in cities?
•  Should one work hard to get success?
•  Does the snake charmer play his flute well?
•  Are leaders unpredictable people?

Question 11: In the sentences given below, there are four options to each. Identify the sentence and choose the correct options.

• None came to the rescue. (a) Positive sentence (b) Negative sentence (c) Imperative sentence (d) Optative sentence
• She always misguides others. (a) Positive sentence (b) Negative sentence (c) Imperative sentence (d) Optative sentence
• Grandma loves to buy the Ramayana. (a) Positive sentence (b) Negative sentence (c) Interrogative sentence (d) Optative sentence
• Why there a decline in the rainfall? (a) Positive sentence (b) Negative sentence (c) Interrogative sentence (d) Optative sentence
• What a pleasant surprise your arrival is! (a) Interrogative sentence (b) Imperative sentence (c) Optative sentence (d) Exclamatory sentence

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Jumbled Words Worksheet For Class 7

by Manjusha · Published June 1, 2021 · Updated April 30, 2024

Rearrange the words to make meaningful sentences.

1. arrested he was his neighbour for assaulting

2. of we need various to discuss aspects your plan

3. go I aside to let her past moved

4. read did you that about flooding in article Kerala?

5. teacher she has been as a for six months. working

6. because I missed the train I late was

7. the prince when his father ascended died the throne

8. she down to the book bent from pick up the floor

9. after there is a in the road the bridge bend

10. can a bilingual speak person two languages

11. gave my sister to a baby girl birth last night

12. the story a biography is of someone a person written by else

1. He was arrested for assaulting his neighbour.

2. We need to discuss various aspects of your plan.

3. I moved aside to let her go past.

4. Did you read that article about flooding in Kerala?

5. She has been working as a teacher for six months.

6. I missed the train because I was late.

7. The price ascended the throne when his father died.

8. She bent down to pick up the book from the floor.

9. There is a bend in the road after the bridge.

10. A bilingual person can speak two languages.

11. My sister gave birth to a baby girl last night.

12. A biography is the story of a person written by someone else.

Tags: class 7 grammar worksheets class 7 jumbled words exercise jumbled words exercise jumbled words worksheet

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