- Contact Jay Allison
This I Believe is an international project engaging people in writing, sharing, and discussing the core values that guide their daily lives. These short statements of belief, written by people from all walks of life, are archived online in perpetuity. Selected essays aired on National Public Radio from 2005 to 2009, and were collected in a New York Times bestselling book; a second collection of NPR-aired essays was also published.
In 2005 and 2006, USA Weekend invited its readers to participate in the project and published selected essays from their readers. Numerous local public radio stations, newspapers, and magazines have featured essays from citizens in their communities. In 2008 Atlantic Public Media helped Madhu Acharya create a Nepali version of This I Believe .
The series spawned an outreach structure to bring this program to the attention of schools and other community groups, and the books have become popular with “one book, one community” projects. The project was based on the popular 1950s radio series of the same name hosted by Edward R. Murrow.
NPR – This I Believe : http://www.npr.org/series/4538138/this-i-believe
NPR Shop – This I Believe Essay Collection: http://shop.npr.org/books/this-i-believe-paperback
NPR Shop – This I Believe Audio Book: http://shop.npr.org/spoken-word/this-i-believe-unabridged-audiobook
Nepali This I Believe ( Mero Jindagi ): http://www.afn.org.np/programs_detail.php?id=2
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39 “This I Believe” Essay
The history of ‘this i believe’.
by Tanya Matthews
This I Believe is an exciting media project that invites individuals from all walks of life to write about and discuss the core beliefs that guide their daily lives. They share these statements in weekly broadcasts on NPR’s Morning Edition and All Things Considered .
The series is based on the 1950’s radio program This I Believe , hosted by acclaimed journalist Edward R. Murrow. Each day, some 39-million Americans gathered by their radios to hear compelling essays from the likes of Eleanor Roosevelt, Jackie Robinson, Helen Keller and Harry Truman as well as corporate leaders, cab drivers, scientists and secretaries — anyone able to distill into a few minutes the guiding principles by which they lived. Their words brought comfort and inspiration to a country worried about the Cold War, McCarthyism and racial division.
Eventually, the radio series became a cultural phenomenon. Eighty-five leading newspapers printed a weekly column based on This I Believe . A collection of essays published in 1952 sold 300,000 copies — second only to the Bible that year. The series was translated and broadcast around the globe on the Voice of America. A book of essays translated into Arabic sold 30,000 copies in just three days.
[The NPR series This I Believe can be read and heard here . In addition, the website and organization This I Believe houses thousands of essays written by famous people, such as the ones mentioned above, and everyday people like you and me.]
As a college student in 2020, you are faced with turbulent politics, socioeconomic issues, and ethical dilemmas that will challenge you to take a stand and contribute to the local, national, and global conversation around you. The purpose of this writing task is not to persuade you to agree on the same beliefs. Rather, it is to encourage you to begin the much more difficult task of developing respect for beliefs different from your own. Fifty years ago, Edward R. Murrow’s project struck such a chord with millions of Americans. It can do so again today…with you.
Video Resources for Generating Ideas
Dan gediman on writing a “this i believe essay”.
Read Cecelia Munoz’s essay “Getting Angry Can Be a Good Thing” referred to in the previous video here .
“This I Believe” Essay with Animation
“This I Believe” Essay Ideas
Prewriting Activity
1) analyze others’ statements.
Consider the following statements, written in response to the question What Have You Learned About Life? Highlight any sentences that resonate with you. Talk about them with a partner or group, explaining why. 1. I’ve learned that when I wave to people in the country, they stop what they are doing and wave back. – Age 9 2. I’ve learned that if you want to cheer yourself up, you should try cheering someone else up. – Age 14 3. I’ve learned that although it’s hard to admit it, I’m secretly glad my parents are strict with me. – Age 15 4. I’ve learned that if someone says something unkind about me, I must live so that no one will believe it. – Age 39 5. I’ve learned that there are people who love you dearly but just don’t know how to show it. – Age 42 6. I’ve learned that you can make someone’s day by simply sending them a little note. – Age 44 7. I’ve learned that the greater a person’s sense of guilt, the greater his or her need to cast blame on others. – Age 46 8. I’ve learned that no matter what happens, or how bad it seems today, life does go on, and it will be better tomorrow. – Age 48 9. I’ve learned that regardless of your relationship with your parents, you miss them terribly after they die. – Age 53 10. I’ve learned that making a living is not the same thing as making a life. – Age 58 11. I’ve learned that life sometimes gives you a second chance. – Age 62 12. I’ve learned that whenever I decide something with kindness, I usually make the right decision. – Age 66 13. I’ve learned that it pays to believe in miracles. And to tell the truth, I’ve seen several. – Age 75 14. I’ve learned that even when I have pains, I don’t have to be one. – Age 82 15. I’ve learned that every day you should reach out and touch someone. People love that human touch—holding hands, a warm hug, or just a friendly pat on the back. – Age 85 16. I’ve learned that I still have a lot to learn. – Age 92
2) Compose Your Own Statement
Write down a sentence that expresses what YOU have learned about life. Maybe it is similar to one of the statements above; maybe it’s completely different. Whatever it is, write it down.
3) Freewrit e
Now free-write about your sentence. Include at least two examples / experiences that you have had that support why you think this way.
Personal Statement/Philosophy: ______________________________________________________________________________________________________________________________________________________ Why do you believe in this statement? ______________________________________________________________________________________________________________________________________________________ Name two experiences that you had that would support the statement: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What does this say about yourself or your personality? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ After your life experience, how have you come to the conclusion that this should be your statement? How have your beliefs changed, if at all? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How has the event effected your relationship with a person, place, or object? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How does your statement apply to you today? (How you view yourself & society) ______________________________________________________________________________________________________________________________________________________
SAMPLE STUDENT ESSAYS
Sample #1: america’s beauty is in its diversity.
written by Alaa El-Saad, high school student, as heard on NPR’s Tell Me More (2009)
America is built on the idea of freedom, and there is no exception for Muslim women. I believe in the freedom of religion and speech. But mostly, I believe it’s OK to be different, and to stand up for who and what you are. So I believe in wearing the hijab.
The hijab is a religious head covering, like a scarf. I am Muslim and keeping my head covered is a sign of maturity and respect toward my religion and to Allah’s will. To be honest, I also like to wear it to be different. I don’t usually like to do what everyone else is doing. I want to be an individual, not just part of the crowd. But when I first wore it, I was also afraid of the reaction that I’d get at school.
I decided on my own that sixth grade was the time I should start wearing the hijab. I was scared about what the kids would say or even do to me. I thought they might make fun of me, or even be scared of me and pull off my headscarf. Kids at that age usually like to be all the same, and there’s little or no acceptance for being different.
On the first day of school, I put all those negative thoughts behind my back and walked in with my head held high. I was holding my breath a little, but inside I was also proud to be a Muslim, proud to be wearing the hijab, proud to be different.
I was wrong about everything I thought the kids would say or even do to me. I actually met a lot of people because of wearing my head covering. Most of the kids would come and ask me questions—respectfully—about the hijab, and why I wore it.
I did hear some kid was making fun of me, but there was one girl—she wasn’t even in my class, we never really talked much—and she stood up for me, and I wasn’t even there! I made a lot of new friends that year, friends that I still have until this very day, five years later.
Yes, I’m different, but everyone is different here, in one way or another. This is the beauty of America. I believe in what America is built on: all different religions, races and beliefs. Different everything.
Sample #2: The Essentials to Happiness
written by Alexxandra Schuman, high school student, as heard on The Bob Edwards Show (2013)
As a child, I was generally happy; singing and dancing to my favorite songs; smiling and laughing with my friends and family. But as far back as second grade, I noticed a “darkness,” about me. I didn’t enjoy engaging in many things. I didn’t relate to my peers in elementary school because they appeared so happy, and I didn’t have that ability to achieve happiness so easily.
In middle school things in my life began to get even worse. I began withdrawing from everything I once enjoyed; swimming, tennis, family. I hated going to sleep knowing I had to wake up to another day. I was always tired. Everything was horrible. Finally, midway through eighth grade, I was told I had a chemical imbalance; diagnosed with clinical depression and put on medication. It took months for me to feel the effects of the medication.
When I began to feel happy again, is when I realized that I had to take the responsibility for getting better myself, rather than relying on medication and therapy alone. Aristotle said, “To live happily is an inward power of the soul,” and I believe that this quote describes what I had to do to achieve happiness. Happiness is a journey. Everyone seems to need different things to be happy. But I believe people are blinded from what truly makes one happy.
Growing up, we’re encouraged to be successful in life; but how is success defined? Success and happiness are imagined now as having a lot of money. It is so untrue. Recently I went to Costa Rica and visited the small town of El Roble. I spent the day with a nine-year old girl named Marilyn. She took me to her house to meet her parents. It was obvious that they were not rich; living in a small house with seven children. The house was cluttered but full of life. Those who have decided that success and happiness comes from having money and a big house would be appalled at how utterly happy this family from El Roble is. People say that seeing things like that make you appreciate what you have, but for me, it made me envy them for being so happy without all the things I have.
“The essentials to happiness are something to love, something to do, and something to hope for,” a quote from William Blake sums up what I believe people need to realize to be truly happy in life. People need love; I feel they need their family and their friends more than anything in the world. People need work to do, something to make them feel they are making a difference in the world. People need to know that more good is to come in the future, so they continue to live for “now” instead of constantly worrying about the bad that could come. And most importantly people need to know that happiness is not something that happens overnight. Love and hope is happiness.
Sample #3: Find a Good Frog
written by Delia Motavalli, high school student, as heard on The Bob Edwards Show (2013)
I believe in finding a good frog. It seems that all throughout childhood, we are taught to look for a happily ever after. “And they all lived happily ever after”; isn’t that the conclusion to many children’s films? When I was a kid I always thought of that as magical; but now really it just seems unrealistic. And it teaches us that what we want is a fairytale like they have in the storybooks. We all want to be Cinderella who gets swept off her feet by the hot prince; we want to live in the royal castle, right? But I don’t think that’s necessarily a good thing for us to seek. Now I’m not saying I believe in being pessimistic, but I do believe in being realistic; it’s something I got from my mom.
My mother and I always have our best conversations in the rain. We sit in the car, neither of us wanting to brave the rain to get to the house. So we sit. We watch droplets race down the windshield, listen to the rain strike the roof of her little blue Honda, and feel the heater on full-blast rushing at our feet (just the way we like it). I don’t know why, but sitting in the car, we always talk more than normal. There was one rainy day when my mom told me something that is going to stick with me forever. Earlier that day she and my dad had been arguing about something; I can’t remember what. So she said, “Don’t spend your life looking for Prince Charming. Instead, find yourself a really good frog.”
At the time, I found this thought really disheartening. Who wants to think that you’ll never find Prince Charming? You’ll never get to be Cinderella? Another thought that struck my mind: if my mom says there’s no Prince Charming, then what’s my dad? A frog? I asked her, and she replied with, “Of course! If he were Prince Charming, he wouldn’t snore, would be able to cook, and we would never argue. But you know what? He’s a damn good frog.” Of course, being young, I didn’t think of the meaning behind what she was saying. I was too busy thinking of it literally, visualizing my mom as a princess and my dad in frog form.
But a few years later, I understand the value of my mom’s words. You can’t expect everything to be perfect. Let’s be completely honest; if you wait your whole life for your prince with flowing hair, statuesque features, and a white horse, you’re going to be lonely. I think that the point of finding a good frog is you accept something that’s great, flaws and all. It’s so easy to be picky. You can find the one tiny thing that’s wrong, and that one tiny thing is what you can’t get your mind off of. But in life, we can’t afford to wait years in vain for perfection. So I think that a good frog, an amazing frog, the best frog you can find is what we’re really looking for in this world. Don’t laze through life waiting for a happily ever after, because I don’t think you’ll be very happy with the outcome.
Examples from the ‘This I Believe’ Website
Be Cool to the Pizza Dude by Sarah Adams
They Lived Their Faith by Charles Henry Parrish
Returning to What’s Natural by Amelia Baxter-Stoltzfus
The Birthright of Human Dignity by Will Thomas
Remembering All The Boys by Elvia Bautista
I Am Still The Greatest by Muhammad Ali
A Goal Of Service To Humankind by Anthony Fauci
My Life Is Better by Abraham
Give Me a Waffle by Brenda
The Little Things by Sophie Crossley
You can also browse thousands more This I Believe essays by theme .
Prefer to Listen to Get Inspiration?
Check out This I Believe’s Podcast Series
4) Drafting
Assignment guidelines + suggestions and tips for drafting.
1. While the examples you’ve been given can serve as a model, it is essential that each of you write about a personal belief or philosophy that you feel strongly about. 2. Tell a story. Personal experiences are the corner stone of a good essay. Your story doesn’t have to be a heart breaker or even a major event, but it must be something that has affected how you think, feel, and act. List your personal experiences that you intend to use as evidence below: 3. Be concise. Avoid repetition. This essay should be between 500 – 650 words. When read aloud, it should take roughly four minutes. 4. Name your belief. It is essential that you can name your belief in a sentence or two. Focus on one belief only. This is your thesis. Write it here: 5. Be positive. Avoid preaching or persuading. You aren’t trying to change the way others think or act. Write about what you believe, not what you don’t believe. 6. Use the first person. Speak for yourself. Avoid using we or you. 7. Let your voice shine. Use language that sounds like you. Read it aloud as your revise. Keep making changes until your essay sounds like you and captures the essence of your belief.
5) Peer Review
Once you have written your first draft, arrange for your essay to be edited by a peer, using the following Peer-Editing Checklist: Writer’s Name: ________________________________________________ Peer Editor’s Name: ________________________________________________ Use your PENCIL or PEN (NOT red or green) to make corrections. Remember, this essay is a work in progress. You are not done writing! Look for ways to improve what you’ve already written. Tick each step if it has been completed. _____ 1. Read the paper backwards, one sentence at a time. Check for spelling errors. Use a dictionary, a friend, or a spell checker to find the correct spelling. _____ 2. Check for capitalized proper nouns and the first word of each sentence. _____ 3. Skip a line between each paragraph. _____ 4. Every sentence should have end punctuation. _____ 5. Check commas. Are they only used for compound sentences, a list of items, an introductory word or phrase, direct address, setting off interruptions, separating adjectives, or in dates? Do you need to add commas? Make sure you do not have commas separating complete sentences (i.e. comma splice errors that create run-on sentences). _____ 6. Apostrophes are used only for contractions and to show ownership. _____ 7. The use of more complex punctuation (dashes, hyphens, semi-colons, parentheses, etc.) is done correctly. _____ 8. Have you used commonly mixed pairs of words correctly? Check these: they’re/their/there, your/you’re, it’s/its, a/an, to/too/two, are/our/hour, and others. _____ 9. Read the paper backwards one sentence at a time. Check for sentence fragments and run-ons and correct them. _____ 10. Did you stay in present tense (such as is, am, do, take, know, etc.) or past tense (such as was, were, did, took, knew, etc.) throughout the entire essay? _____ 11. Did you stay in first person (I, me, my, we, us, our) or third person (he, him, she, her, they, them, their) throughout the entire essay? _____ 12. Was there adequate use of specific details and sensory details? Were the details clear and relevant to the statement? _____ 13. Is the overall purpose/philosophy clear? _____ 14. Does the conclusion make you go, “Wow!” “Cool!” “I never thought about it that way,” or any other similar reaction? Other suggestions for the overall content of the piece: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
This I Believe by Tanya Matthews is licensed by CC-BY-SA
“This I Believe” Essay Copyright © 2020 by Liza Long; Amy Minervini; and Joel Gladd is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.
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Giving Voice to Students Through "This I Believe" Podcasts
- Resources & Preparation
- Instructional Plan
- Related Resources
According to the National Public Radio website, the "This I Believe" series is "a national media project engaging people in writing, sharing, and discussing the core values and beliefs that guide their daily lives." In this lesson, students participate by writing and recording their own essays. Students first complete a series of activities designed to get them thinking and writing about their experiences. They then write, read, and record their essays for a class blog. The final activity has students comment on each other's work. Designed specifically for disabled students, the lesson also includes suggestions for use in inclusive classrooms.
Featured Resources
- The Top 10 Lessons I Learned From Charlie Brown : Students will find this handout inspiring and thought-provoking as they examine their own personal experiences to use in their essays.
- Creating, Editing, and Posting Podcasts handout: This helpful handout contains a detailed explanation of the steps to take to create a podcast.
From Theory to Practice
There are many reasons for "extending ideas about literacy and for teaching with new technologies and mass media" including the "prevalence of electronic media and popular culture in students' lives," the importance of making home—school connections, and also simply the fact that these extensions can make both learning and teaching more fun and interesting.
Common Core Standards
This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.
State Standards
This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.
NCTE/IRA National Standards for the English Language Arts
- 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
- 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
- 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
- 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
- 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
- 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
- 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
- 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
- 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Materials and Technology
- Computers with Internet access
- Speakers, microphone, and headphones (optional)
- LCD projector (optional)
- Digital voice recording software, such as Audacity
- The Top 10 Lessons I Learned From Charlie Brown
- Permission Slip
- Five Belief Topics
- Two Belief Statements
- Creating, Editing, and Posting Podcasts handout
- “This I Believe” Podcast Rubric
Preparation
| 1. | This lesson is designed for use with students who have disabilities. Modifications for use in an integrated classroom are included at the end of each session. The lesson also includes suggested alternatives for students whose parents do not permit them to post to a class blog (see Session 6 to 9). |
| 2. | Begin by visiting the website and reading through it to understand the format and history of these audio essays. You should select three or four essays to share with your students (see Session 4); you can find them either by visiting the page or the page. In addition, visit the webpage and choose three or four essays to share with students during Session 5. Ideally, you will share these essays by playing the audio versions on a classroom or lab computer that has speakers; you may also choose to print the essays and make copies for your students. |
| 3. | From the in the Classroom page, click on the Download Curriculum link and print the PDF file. You will need a copy of page 21, which is titled “Things I Have Learned About Life,” for each student in your class. |
| 4. | Check with your school’s Internet policies to ensure that you and your students can view and post to a blog and so that you are familiar with any rules or restrictions on use. Use a site like or to set up a classroom blog that students will use to post their podcasts and comment on each other’s work. (Both sites allow you to create blogs that only invited members can view.) |
| 5. | Print off the handout and review it. Arrange to use recording software such as , which can be downloaded for free. (See or for tips on its use.) You may want to create your own essay and use it to practice recording a podcast and posting it to the blog. To record, you will need a microphone, either one that plugs in or is built into your computer. |
| 6. | You will need at least one computer with Internet access to share and record essays (see Sessions 4 through 9). In addition, it is best for students to use computers to draft their essays during Session 5 and to comment on each other’s work during Session 10. If necessary, arrange to use your school’s computer lab during these sessions. |
| 7. | You will use the following statements during Session 1: You may choose to write them on a piece of chart paper or on the board. Cover the statements with a large piece of paper, revealing them to students as you read them. |
| 8. | Print off and make copies of , , and the for each student in your class. Make one copy of the handout for every two students in your class; these can be cut in two. |
Student Objectives
Students will
- Interpret their own experiences by responding to a series of statements and writing prompts designed to get them thinking about what they believe
- Examine the experiences of other people by reading and listening to short essays
- Think critically about what makes a strong essay by developing a list of criteria and applying it to their own and other people's work
- Synthesize what they have learned by writing, revising, and recording their own essays
- Practice responding to and providing authentic feedback by commenting on each other's work
- Use technology for authentic purposes by participating in an online community
Before class starts, use signs to label one side of the room Agree and the other side Disagree . Move furniture so that students can easily group around the signs.
| 1. | Have student stand in between the two signs, telling them they should bring a journal or notebook and a writing utensil with them. |
| 2. | Tell students that you are going to read a statement. They should think about it before responding. Depending on their stance, they should move to the side of the room labeled or . Read the first statement from the list in Preparation, Step 7. |
| 3. | Once all students have chosen a side, give them five minutes to write about why they agree or disagree with the statement. |
| 4. | Have students share their reasons with one another. If you have large groups, tell students to break into smaller groups of three or four. Allow another five minutes for them to share. |
| 5. | After time is up, ask for volunteers from each side to share why they made the choice that they did. |
| 6. | Have all students move back to the middle of the room and repeat with the remaining statements as time permits. |
Modification for integrated classrooms Follow the same steps for this session using the statements from page 14 of the This I Believe in the Classroom curriculum dowload.
| 1. | Pass out handout. Read aloud, pausing after each lesson to allow students to respond to the following prompts:
Modification for integrated classrooms This session can be followed as it is written with the exception of Step 4, which should be left open-ended instead of referring to disabilities.
Modification for integrated classrooms Have students think about things that they strongly believe. You can leave this session open ended or narrow it by having students think about what they believe about being a high school student in today’s society.
Homework (Due at the beginning of Session 5): Students should return signed Blog Permission Slips .
Modification for integrated classrooms You may choose to have students look at and listen to more “This I Believe” podcasts or have them look at and listen to podcasts written by students that do not focus on disabilities, such as those found at Digital Voices . Sessions 6 to 9Provide feedback on student’s essays before the start of this session. You might have students e-mail the drafts to you on a Friday so that you have time over the weekend to respond. Use the class-created T charts from Sessions 4 and 5 as anchors for your feedback. From here your students will work at different paces. The work will not neatly fall into sessions, but should take approximately three class sessions to complete. See the Creating, Editing, and Posting Podcasts handout for a detailed explanation of the steps you should be taking to make the podcasts while students continue working on their essays.
Students whose parents have asked that they not post on the blog should complete Steps 1 to 4. When they finish their essay, you can have them read it aloud to the class. By the start of this session, all podcasts should be posted to your class blog. Note that you may send out a link to the blog to colleagues or parents, allowing them to post comments before this discussion. Students will appreciate seeing this feedback the first time they look at the blog.
Note: If you are the only one who has access to the blog, you can use an LCD projector to show students the blog and listen to the podcasts. Ask students to volunteer feedback for each one. Talk with students about the content of the feedback, if they feel it was helpful or not, if it was accurate or beneficial. You may also choose to have the author of the essay respond to comments.
Student Assessment / Reflections
What was your overall experience with this project? Why? What did you learn about yourself or your disability? Which piece of feedback did you agree with the most? Why? Which piece of feedback did you disagree with the most? Why? What changes would you make to your essay podcast if you could? Why? This activity works best after students have had a day or two to visit the blog and read the feedback that their podcasts generated. Modify the prompts as necessary for an integrated classroom.
This Strategy Guide describes the processes involved in composing and producing audio files that are published online as podcasts. Add new comment
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This I Believe Immigration Essay Example Size: 50 KB 25. This I Believe Love Essay Example Size: 709 KB 26. This I Believe Dream Essay Example Size: 154 KB 27. This I Believe Power Essay Example Size: 89 KB 28. This I Believe Essay Prompt Example Size: 51 KB 29. This I Believe Essay Peer Review Example 30. Elements of This I Believe Essay Example 31. This I Believe Essay Transcript Example Size: 259 KB What is a This I Believe Essay?A This I Believe essay is a written composition that encapsulates an individual’s personal beliefs, values, and philosophies. Often reflective and intimate in nature, these essays offer readers insight into the author’s subjective understanding of the world. They provide an opportunity to explore the depth of one’s convictions, making use of various literary devices and characteristics to convey a sense of authenticity and sincerity. Through the exploration of individual experiences and convictions, these essays aim to connect with readers on a personal and emotional level. How to Write a This I Believe EssayStep 1: choose your core belief. At the heart of your essay lies your core belief. Choose a belief that holds personal significance and represents your worldview. This belief should be something you feel passionately about and can articulate convincingly. Step 2: Develop a Compelling ContextCreate a context for your belief by providing background information. Explain why this belief is important to you and how it has shaped your experiences and outlook on life. A relatable context will engage your readers and make your essay more relatable. Step 3: Employ Effective Literary DevicesIncorporate literary devices to enhance the impact of your essay. Metaphors, similes, and anecdotes can help convey your belief in a vivid and relatable manner. Consider how these devices can strengthen your narrative and connect with your audience emotionally. Step 4: Craft a Strong ConclusionSummarize your belief and its significance in your life, reinforcing the message you want to leave with your readers. Reflect on the journey you’ve taken them on and inspire them to reflect on their own beliefs. Can I write about a commonly held belief?Absolutely. While it’s important to maintain authenticity, even exploring a cliché belief can be powerful when you provide a fresh perspective or personal context. Your unique experiences and reflections make your essay stand out. Can I use proper nouns in my essay?Yes, proper nouns can add specificity and authenticity to your essay. Mentioning specific places, people, or events can help ground your beliefs in real-world experiences. How can I make my essay more impactful?Focus on using strong verbs to convey emotions and actions. Instead of saying “I felt sad,” consider saying “I crumbled under the weight of sorrow.” This adds depth to your writing and engages the reader’s senses. In the realm of personal expression, the This I Believe essay shines as a vehicle for exploring one’s deepest convictions. By carefully selecting beliefs, weaving context, employing literary devices, and crafting strong conclusions, authors can create narratives that resonate with readers on a profound level. Through the power of words, these essays bridge the gap between individual experiences and universal truths, reminding us of the strength and diversity of human beliefs. So, take the plunge into introspection and share your beliefs with the world through the art of the This I Believe essay.  Text prompt
Write a This I Believe Essay about the power of kindness in everyday life Discuss in a This I Believe Essay how overcoming challenges has shaped your character
Your support helps make our show possible and unlocks access to our sponsor-free feed. Edwidge Danticat's new collection of essays says 'We're Alone' Ari Shapiro Tinbete Ermyas  Jordan-Marie Smith NPR's Ari Shapiro talks with author Edwidge Dandicat about her new essay collection, We're Alone . Copyright © 2024 NPR. All rights reserved. Visit our website terms of use and permissions pages at www.npr.org for further information. NPR transcripts are created on a rush deadline by an NPR contractor. This text may not be in its final form and may be updated or revised in the future. Accuracy and availability may vary. The authoritative record of NPR’s programming is the audio record. |
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Featured Essays Archives - This I ...
This I Believe Beginning in 1951, radio pioneer Edward R. Murrow asked Americans from all walks of life to write essays about their most fundamental and closely held beliefs. Half a century later ...
Explore. Featured Essays Essays on the Radio; Special Features; 1950s Essays Essays From the 1950s Series; Browse by Theme Browse Essays By Theme Use this feature to browse through the tens of thousands of essays that have been submitted to This I Believe. Select a theme to see a listing of essays that address the selected theme. The number to the right of each theme indicates how many essays ...
We'll end this hour with the words of John Updike in his own voice. In April of 2005, Updike wrote an essay for our series "This I Believe." He composed his thoughts in three parts, first the art ...
In an essay from 1951 for the original This I Believe series, Margaret Mead says she can't separate the beliefs she has as a person from the beliefs she has as an anthropologist. ... //www.npr.org ...
They share these statements in weekly broadcasts on NPR's Morning Edition and All Things Considered. The series is based on the 1950's radio program This I Believe, hosted by acclaimed journalist Edward R. Murrow. Each day, some 39-million Americans gathered by their radios to hear compelling essays from the likes of Eleanor Roosevelt ...
In a 1952 essay recorded for Edward R. Murrow's radio series This I Believe, Robinson discusses his fight against prejudice. ... More This I Believe Essays. Hear modern essays heard on NPR and ...
As always, maintain good spelling, grammar, punctuation and sentence structure. 1. Three choice words: List three choice words that you believe in—and explain from experience why these words came to mind. These words can make up a statement, a phrase or simply be three words that are important to you.
This I Believe is an international project engaging people in writing, sharing, and discussing the core values that guide their daily lives. These short statements of belief, written by people from all walks of life, are archived online in perpetuity. Selected essays aired on National Public Radio from 2005 to 2009, and were collected in a New ...
This I Believe is a popular essay genre that allows the writer to share a personal belief and, through a narrative, explain that belief's origin or a time that belief was put into action. The essay genre started in the 1950s on a radio show with Edward R. Murrow and was continued by NPR in 2004. Many have enjoyed writing and reading these ...
"This I Believe" Essay - Write What Matters
Themes - This I Believe
The quantity and quality of these essays, coupled with the excitement from educators using our books and curricula, lead us to think it is an opportune time to publish a This I Believe book written by youth. Sample Essays from Youth. Brighton Early High School Student As heard on NPR's All Things Considered (2008)
Pick a "This I Believe" essay from the NPR website. Create a narrative describing the individual's short term goals, career goals, challenges and obstacles, and the strategies they chose to overcome their obstacles. You can choose different ways to present this narrative (written format, song, Pow
This I Believe originated as a series of radio essays in 1951 by journalist Edward R. Murrow. Intended as a way to bring Americans together, it has since developed into a modern day program from NPR. For more information about the history of This I Believe, see this article from NPR. Essentially, students will identify one thing they believe in ...
1. Using a computer with speakers, share the examples of "This I Believe" podcasts you have selected (see Preparation, Step 2). If you have printed copies of the essays, distribute them to students to read aloud. 2. After each one, have students give feedback about what they liked and didn't like about the essay.
Objectives and Outcome. Introduce students to Edward R. Murrow, a broadcast legend, and, in particular, his original "This I Believe" daily program feature and its inspiration for the current NPR series. Students will develop a list of characteristics of the best personal essays. Students will write, mark and record their own "This I ...
In class we will sample several specific examples of speeches given by teens and others. Check out the rubric to be sure you understand the task before you. Requirements Write an approximately 350-500 word essay explaining something that YOU believe in and hold to be true. You will be provided with several examples of these in class.
The Power of Hello - This I Believe
In this article, we will delve into the definition of a This I Believe essay, present a step-by-step guide on how to craft one, address common questions, and explore the essence of this expressive form. 1. High School This I Believe Essay Example. misswrighteng9.weebly.com. Details. File Format. Size: 487 KB. Download.
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The History of 'This I Believe'. April 6, 200612:00 AM ET. This I Believe is an exciting national media project that invites Americans from all walks of life to write about and discuss the core ...
The History of This I Believe
SHAPIRO: This collection of essays is full of Haitian expressions and words, and many of them have layers of meaning. One is the word - I believe, it's pronounced wozo, which is a bit like resilience.