Treatment Of The Memoir Essay

Treatment Of The Memoir

You are a writer who decided to turn his/her memoir into a film. You will develop a film/story treatment for a renowned production company that will adapt your memoir for the screen. How will you develop an engaging film/story treatment that will make your memoir stand out and intrigue the producers/readers to keep them reading until they get hooked?
Ana S.
7 minutes ago
KEY TRAITS 5 4 3 2 1
Development of Ideas • The narrative is written with an outstanding thesis statement (central idea) that engages the reader into the topic.
• The introduction exceptionally catches the reader’s attention and creatively introduces the situation.
• The narrative’s central idea completely aligns with the events and life experiences.
• The writer always includes effective and rich descriptive details to make the event or experience vivid.
• The conclusion effectively communicates the meaning and significance of the event.
• The narrative is written with a clearly stated thesis statement (central idea) that engages the reader into the topic.
• The introduction catches the reader’s attention and skillfully introduces the exposition.
• The narrative’s central idea aligns with the events and life experiences most of the time.
• The writer often includes effective descriptive details to make the event or experience vivid.
• The conclusion clearly communicates the meaning and significance of the event.
• The narrative clearly states the thesis statement (central idea).
• The introduction includes some elements that engages the reader’s attention; the exposition is clearly introduced.
• The narrative’s central idea sometimes aligns with the events and life experiences.
• The writer sometimes includes effective descriptive details to make the event or experience vivid.
• The conclusion communicates the meaning and significance of the event. • The narrative includes a thesis statement, but it is not clearly stated.
• The introduction includes background information but does not quite catch the reader’s attention; the exposition lacks coherence.
• The narrative’s central idea does not consistently align with the events and life experiences.
• The writer includes some descriptive details to make the event or experience vivid.
• The conclusion briefly connects the central idea to the events without highlighting on their significance. • The narrative includes an unclear thesis statement or none.
• The introduction does not engage the reader due to either irrelevant background information or non-existing exposition.
• The narrative’s central idea does not align with the events and life experiences.
• The writer includes minimum descriptive details or none.
• The conclusion doe not connect the central idea to the events.
Presentation of ideas • The film treatment includes all the elements: the title, logline, synopsis, and the treatment (the narrative version).
• The writer composes a distinguished 1 or 2 sentence LOGLINE.
• The film treatment uses only the present tense in the narration of the story.
• All Three- Act Structure components are present and creatively describe the beginning, middle, and end.
• The film treatment introduces the characters in an engaging way & the plot line of the story is unique, interesting, and compelling. • The film treatment includes all the elements: the title, logline, synopsis, and the treatment (the narrative version) but one of the elements may lack proficiency.
• The writer composes a proficient 1-2 sentence LOGLINE.
• The film treatment uses the present tense but shifts at least once to another tense in the narration of the story.
• All Three- Act Structure components are present and effectively describe the beginning, middle, and end.
• The film treatment proficiently introduces the characters and the plot line . • The film treatment includes all the elements: the title, logline, synopsis, and the treatment (the narrative version) but two of the elements may lack proficiency.
• The writer composes an effective logline but is 3-4 sentence long.
• The film treatment uses the present tense but shifts at least twice to another tense in the narration of the story.
• All Three- Act Structure components are present but briefly describe the beginning, middle, and end.
• The film treatment shows evidence of imagination in introducing the characters and the plot line • The film treatment misses 1-2 of its elements: title, logline, synopsis, and the treatment (the short story version).
• The writer composes an acceptable 2 or 3 sentence LOGLINE.
• The film treatment uses the present tense but shifts 3 to 4 times to another tense in the narration of the story.
• The Three- Act Structure is missing 2 or 3 components and vaguely describes the beginning, middle, and end.
• The film treatment introduces the characters and the plot line but lacks a few relevant details needed to make the treatment interesting to the reader.
• The film treatment misses 3 or more of the elements: title, logline, synopsis, and the treatment (the short story version).
• The writer composes a 3 or more sentence LOGLINE or does not include one at all.
• The film treatment inconsistently uses the present tense and occasionally shifts to another tense in the narration of the story.
• The Three- Act Structure organization is missing and the ideas and plot lines are randomly arranged and described.
• The film treatment lacks character introductions or action lines which are necessary for the reader to envision the scenes.

Organization of Ideas

• The organization of key points and supporting details is effective; ideas are arranged logically throughout the narrative.
• Varied, well-crafted transitions effectively connect ideas.
• The organization of key points and supporting details is generally effective; ideas are mostly arranged logically.
• The writer uses effective words throughout the narrative to make transitions between ideas.
• The organization of key points and supporting details is confusing in a few places.
• A few more transitions are needed to connect ideas.
• The organization of key points and supporting details is logical in some places, but some noticeable gaps in logic occur.
• Some of the transitions are weaker, detracting from the writing and organization.
• The organization is ineffective; key points need to be rearranged.
• Some sections are too isolated –not linked by transitions or the narrative lacks transitions, leading to a disjointed and confusing reading.
• Graphics and formatting do not provide relevant information.
Creativity & Execution • Student took excellent command of decision-making and the finished project matches the project goals.
• Work had a novel and original approach to the subject.
• Graphics and formatting are effectively incorporated and enhance the information. • Student took very good command of decision-making and the finished project matches the project goals.
• Work was unique & original.
• Graphics and formatting are incorporated to aid comprehension. • Student took good command of decision-making and the finished project matches the project goals.
• Work was unique & original with some evidence from samples/examples.
• Additional graphics and formatting would strengthen the articles. • Student took acceptable command of decision-making and the finished project matches the project goals.
• Though work did include some sample or derivative imagery; it did include many unique elements.
• More graphics and formatting are needed.
• Student took limited or no command of decision-making and the finished project does not fully match the project goals.
• What work was done was highly derivative of the samples or other student’s work. Little was truly original or unique.
• No graphics are evident, and formatting is needed.
Sentence Fluency + Conventions • Sentence beginnings, lengths, and structures vary and have a rhythmic flow.
• Spelling, capitalization, and punctuation are correct. There are no errors.
• Grammar and usage are correct. There are 4 or less errors.
• Sentence beginnings, lengths, and structures mostly vary and contribute to an effective article.
• Spelling, capitalization, and punctuation are mostly correct.
• Grammar and usage have minor errors. There are 5-8 errors identified.
• Sentence beginnings, lengths, and structures vary somewhat.
• Several spelling, capitalization, and punctuation mistakes occur.
• Some grammatical and usage errors are repeated in the article. There are 9-12 errors identified.
• Sentence structures barely vary, and some fragments or run-on sentences are present.
• Many spelling, capitalization, and punctuation mistakes occur.
• Grammar and usage are incorrect in many places. There are 13-16 errors identified.
• Many fragments and run-on sentences are present making the writing monotonous.
• Spelling and capitalization are incorrect or inconsistent throughout. Punctuation is incorrect or missing.
• Grammar and usage are often incorrect and distract from meaning or change the meaning of the writer’s ideas. There are 17 and more errors identified.
Word Choice • Excellent use of academic and domain-specific words and phrases
• Remarkable and creative use of precise words, imagery, and figurative language create vivid descriptions of people, places, and events.

• Effective use of academic and domain-specific words and phrases.
• Skillful use of precise words, imagery, and figurative language create vivid descriptions of people, places, and events. • Appropriate use of academic and domain-specific words and phrases.
• Good use of word choice but more precise words, imagery, and figurative language are needed to describe people, places, and events.
• Limited use of academic and domain-specific words and phrases.
• Simple language is used. More figurative language and imagery are needed in key parts.
• Ineffective use of or no use of academic and domain-specific words and phrases.
• Figurative language and imagery are rarely used or not used.

Editing & Revising Rough Draft • The rough draft shows evidence of student effort by adding editing and revision marks.
• Not Applicable • Not Applicable • Not Applicable • The rough draft is either incomplete or does not contain evidence of a student revising and editing his/her writing.

Treatment Of The Memoir Essay

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