obituary assignment rubric

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Write Your Own Obituary (Exercise)

Writing your own obituary helps you uncover your life purpose. This exercise will help you find meaning and focus––live your life the way you want to be remembered.

By Gustavo Razzetti

May 13, 2019

An exercise to live the way you want to be remembered

In this activity, you will craft your own obituary––in advance. When we connect with the idea that life is not limitless, we realize that we need to make the most out of our time.

This exercise will help you live your life the way you want to be remembered.

You can also use the obituary exercise to uncover a team purpose or brand purpose.

The Value of Writing Your Own Obituary

Writing your own obituary is a very straightforward exercise. 

This activity is about reconnecting with what really matters to us. Usually, when people get closer to their death, they begin to worry about what they didn’t achieve and what they do with the time that’s left.

The purpose of this obituary exercise is to uncover what’s really important to you––hopefully, long before your end. And, to use it as a guiding principle for your life. 

Live the way you want to be remembered. Don’t let others choose the words of your obituary. Let your acts and legacy pen it instead.

Download a high res copy of the template here .

How to Write Your Own Obituary

• Start by writing your name the way you’d like it to look on your tombstone.
• In one line, how did you make the world a better place? Be concise. The more focused, the more honest you’ll be with yourself.
• Write down how people will remember you. Avoid pompous language. Stick to the tone and words that regular people would use — especially those who know you well. The why is essential (once again, you don’t need the full laundry list).
• This part requires more introspection. Look yourself into the mirror and answer this unfiltered: “who was the real you?” Not your masks or costumes, not your job or titles or roles. What was your essence? What made you unique?
• Saying ‘yes’ is easy. What we say ‘no’ to defines who we really are. Which was in your case? What are the ‘temptations,’ distractions, or possibilities that you said ‘no’ to because they would derail you from achieving your goals?
• Who will miss you the most? This seems easy, but it’s not. The answer is not about what you wish, but trying to understand who will really miss. A lot of people will for sure. But who were those people to whom you meant something special? Once again, avoid judging yourself. Being honest is what makes this exercise meaningful.
• Now it’s time to be creative. The previous steps provided the background; now it’s time to bring your epitaph to life. Write down in one or two paragraphs the words that you would love someone to say about you once you departed. This is the most critical part of the exercise. Connect with your true essence, not your vanity.

Go ahead and craft yours!

Share your thoughts. What did you learn about yourself by doing this exercise? How would you define your relationship with death?

Coaching Tips

This exercise requires finding a delicate balance. 

If you are coaching the exercise, don’t make it too funny either too serious. 

The same applies if you are doing this exercise on your own. We need to accept that our lives will come to an end at some point. Writing one’s obituary can be uncomfortable. The goal is not to feel bad but to recover joy––focus on living a life worth dying for. 

Canvas by Gustavo Razzetti, Fearless Culture. Design: Moira Dillon

Additional Reading

Why Accepting Death Will Make You Worry Less

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How to Write an Obituary for a School Project

How to Choose a Humanities Paper Topic

In lieu of assigning a standard biography project for students, teachers will occasionally ask pupils to write obituaries for either a famous deceased person from history such as George Washington or a famous person who is still alive; some even assign obituaries for a fictional character from a book. For this exercise, students must gather information from different sources and then create an obituary that contains all the pertinent facts about a chosen subject in a concise manner.

Carefully choose an interesting subject who fits the requirements of your assignment. For instance, if your project asks you to pick a famous character from the Civil War, select a person such as Thomas "Stonewall" Jackson, who will have a lot of sources of information from which to write your obituary. If you pick a subject who is too popular, such as Abraham Lincoln, other students may take out all the books at your school and local libraries, which will make it difficult to finish your project. On the other hand, if you pick a subject who is obscure, you may not be able to gather enough information about your subject to write a fitting obituary.

Research your prominent figure by going to the library or using websites that your teacher has deemed appropriate for this project. Most schools do not allow students to use websites such as Wikipedia that are known to use unverified sources for its information.

Take notes of the information that is pertinent to your school obituary project. Your obituary should include your subject's date of birth, place of birth, all important achievements and even controversies. The obituary should also include whether your subject was survived by children or a spouse. If your subject is a present day living person, your teacher may ask you to create an imaginary death for him.

Read over a number of obituaries of famous people in newspapers or magazines to understand how they are written.

Write up a rough draft of your obituary. Check that you have included all of the pertinent information.

Write the final draft of your obituary, run it through a spell checker and, if possible, have another person proofread your project. If your project is for a college or high school journalism class, verify that you have used proper AP style.

Cite your sources, if this is part of your assignment.

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iRubric: Exercise 7: Featurized obituary rubric

• obituary, journalism

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Ms. Castellano's Virtual ELA Classroom

“the more that you read, the more things you will know. the more that you learn, the more places you'll go.” – dr. seuss.

Obituary Project

You and your partner will be creating a piece of writing that honors ONE of the victims from The Diary of Anne Frank. Choose either ONE of the following ways to write your memorial piece.

You must complete this task in your google drive and share it with your partner and [email protected] in order to earn credit. Name the document both of your last names and the title of the project. 

Option 1: Prose (Obituary/News Article)- Write an Obituary/news article honoring the person’s life and death

Option 2: Poetry – Write a poem or song honoring the person’s life and death.

Rubric:  anne frank obituary poem rubric

Regardless of the format you choose, you must include as much about the person as you can. Here is a list of some of the information you can include in your news article or poem:

NAME / ANNOUNCEMENT

• Full name of the deceased, including nickname, if any
• Age at death
• Day and date of death
• Place of death
• Cause of death
• Date of birth
• Place of birth
• Names of parents/siblings/children/spouse
• Marriage(s): date of, place, name of spouse
• Education: school, college, university and other
• Achievements/Disappointments
• Unusual attributes, humor, other stories
• Who will miss them: family/friends/pets (if appropriate
• One quotation from the play that sums up their character
• Three words that sum up their life

 Writing Guide: Obituary Writing Guide

Prose How to Sheet

Requirements for the Obituary/News Article

 Even though you are not writing poetry, there is still an opportunity to be CREATIVE with the language and style you use in the news article.

Here are some guidelines that will help you meet the requirements and boost your creativity!

News article Requirements:

• Develop a creative Headline! Add literary elements to the headline. For example, many headlines have alliteration or rhyme to grab the reader’s attention. See the Literary Element HELP SHEET on the resource table for more information about literary elements.
• Begin the article with a LEAD that clearly introduces the person you are writing about.
• Bring in quotes from The Diary of Anne Frank ! Bringing in actual quotes that the playwrights used will really add voice to the piece!
• Add the information you found when researching.
• Organize your writing piece into different paragraphs.
• Incorporate formal and unbiased/objective language. Remember that this is a news article and it should report information…leave your opinions out!
• Make sure to use the resource table! There are great samples of obituaries!

Poetry How to Sheet!

Requirements for the poetry piece

If you have made the decision to write a poem, I applaud your creativity! Just make sure to see and adhere to the guidelines below.

  Poetry Guidelines:    

• Make sure your poem is at least 15 lines.
• Incorporate research and information into the poem.
• Use information from the play in addition to the information you found online.
• Break up the lines into stanzas.
• Consider maybe using some kind of organized structure. Example: Four lines per stanza
• Incorporate at least three literary devices into your poem! See the Literary Element HELP SHEET on the resource table for more information about literary elements.

Please Note: Your poem does not have to necessarily rhyme, but rhyme could be one of the three elements you use in your poems.

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Obituary Rubric

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Seth Prince

JMC 3023: Profile/obituary assignment

Explain a person and his or her significance at a moment in time in photographic detail, not portraiture.

• Monday, Sept. 21: Launch + be familiar with reading list
• Wednesday, Sept. 23: Individual story conferences. ( Sign up )
• Monday, Oct. 5: Peer-review day; draft shared via Google Drive
• Wednesday, Oct. 7: Individual story conferences ( Sign up )
• Wednesday, Oct. 14: Final version turned in

Reading list

For each style of feature I will ask you to complete I will provide some examples that we can discuss in class to help jog your creative muscles and that you can refer to for inspiration while you work on yours. Please read, listen or watch at least three of them — some by the pros, some by the students — before we launch each segment.

• Margalit Fox on Longform Podcast #43
• The strange and beautiful life of Katherine Dunn, Portland’s beloved geek  by Aaron Mesh, Matthew Korfhage and Beth Slovic, Willamette Week
• The barber: Portland man’s big dreams hit gentrification’s hard reality  by Casey Parks, The Oregonian
• OU’s longest serving professor reflects on 50-year career by Anna Bauman, The OU Daily
• OU student, mother pursues career while embracing true gender identity  by Ali Stratton, The OU Daily

The assignment

A well-done profile explains a person at a moment in time. Ours will be fully developed photographic profiles, rather than more portrait-like exercises focused solely on a subject’s flattering qualities. Although profiles regularly focus on newsmakers, society’s overlooked members often can make more compelling subjects. Universal themes and transformational moments may re-appear in profiles, but are not required for success. Some students may choose to pre-write a deeply sourced obituary on a notable figure in the university’s history such as President David Boren, professor George Henderson or former football coach Barry Switzer that could run in the event of their deaths.

• Write a minimum 1,000-word (digital) or 4-minute package (broadcast) piece that…
• Explains a person who is either in the news or has a compelling and newsworthy story…
• Is fully-developed in examining the subject in depth via research and at least three sources (more may be necessary to be successful)…
• And is relatable to a clearly defined audience.

You will not

• Write a biography

Rubric (250 points total)

• Clearly explains a newsworthy subject at a moment in time
• Is explored in significant depth via research and at least three sources (more may be necessary to be successful)
• Is relatable to a broad audience
• Meets the word-count or script-length minimum
• Uses clear, conversational language
• Fully examines the subject
• Does not resort to biographical tendencies
• Fact errors: -50 percent
• Spelling: -10 points
• Grammar, punctuation, AP style: -1 point each

Profile writing tips

• 40 percent research
• 40 percent reporting
• 20 percent writing
• Portrait profiles are positive.
• Photographic profiles are fully developed.
• In this class we will write photographic profiles.
• Perseverance
• Achievement
• Vocation/avocation
• Anniversary
• Click to share on Facebook (Opens in new window)
• Click to email a link to a friend (Opens in new window)
• Click to share on Twitter (Opens in new window)
• Click to print (Opens in new window)

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Rubric Best Practices, Examples, and Templates

A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.

Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.

How to Get Started

Best practices, moodle how-to guides.

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Step 1: Analyze the assignment

The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:

• What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
• Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
• What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
• How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?

Step 2: Decide what kind of rubric you will use

Types of rubrics: holistic, analytic/descriptive, single-point

Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.

Advantages of holistic rubrics:

• Can p lace an emphasis on what learners can demonstrate rather than what they cannot
• Save grader time by minimizing the number of evaluations to be made for each student
• Can be used consistently across raters, provided they have all been trained

Disadvantages of holistic rubrics:

• Provide less specific feedback than analytic/descriptive rubrics
• Can be difficult to choose a score when a student’s work is at varying levels across the criteria
• Any weighting of c riteria cannot be indicated in the rubric

Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.

Advantages of analytic rubrics:

• Provide detailed feedback on areas of strength or weakness
• Each criterion can be weighted to reflect its relative importance

Disadvantages of analytic rubrics:

• More time-consuming to create and use than a holistic rubric
• May not be used consistently across raters unless the cells are well defined
• May result in giving less personalized feedback

Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.

Advantages of single-point rubrics:

• Easier to create than an analytic/descriptive rubric
• Perhaps more likely that students will read the descriptors
• Areas of concern and excellence are open-ended
• May removes a focus on the grade/points
• May increase student creativity in project-based assignments

Disadvantage of analytic rubrics: Requires more work for instructors writing feedback

Step 3 (Optional): Look for templates and examples.

You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.

Step 4: Define the assignment criteria

Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.

  Helpful strategies for defining grading criteria:

• Collaborate with co-instructors, teaching assistants, and other colleagues
• Brainstorm and discuss with students
• Can they be observed and measured?
• Are they important and essential?
• Are they distinct from other criteria?
• Are they phrased in precise, unambiguous language?
• Revise the criteria as needed
• Consider whether some are more important than others, and how you will weight them.

Step 5: Design the rating scale

Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:

• Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
• How many levels would you like to include (more levels means more detailed descriptions)
• Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
• Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.

Step 6: Write descriptions for each level of the rating scale

Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.

Building a rubric from scratch

For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.

For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.

• Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
• You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
• For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.

Well-written descriptions:

• Describe observable and measurable behavior
• Use parallel language across the scale
• Indicate the degree to which the standards are met

Step 7: Create your rubric

Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric

Step 8: Pilot-test your rubric

Prior to implementing your rubric on a live course, obtain feedback from:

• Teacher assistants

Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.

• Limit the rubric to a single page for reading and grading ease
• Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
• Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
• Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
• Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
• Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.

Example of an analytic rubric for a final paper

Example of a holistic rubric for a final paper, single-point rubric, more examples:.

• Single Point Rubric Template ( variation )
• Analytic Rubric Template make a copy to edit
• A Rubric for Rubrics
• Bank of Online Discussion Rubrics in different formats
• Mathematical Presentations Descriptive Rubric
• Math Proof Assessment Rubric
• Kansas State Sample Rubrics
• Design Single Point Rubric

Technology Tools: Rubrics in Moodle

• Moodle Docs: Rubrics
• Moodle Docs: Grading Guide (use for single-point rubrics)

Tools with rubrics (other than Moodle)

• Google Assignments
• Turnitin Assignments: Rubric or Grading Form

Other resources

• DePaul University (n.d.). Rubrics .
• Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
• Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from   
• Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
• Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.

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iRubric: Obituary Rubric

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Assessment Rubrics

A rubric is commonly defined as a tool that articulates the expectations for an assignment by listing criteria, and for each criteria, describing levels of quality (Andrade, 2000; Arter & Chappuis, 2007; Stiggins, 2001). Criteria are used in determining the level at which student work meets expectations. Markers of quality give students a clear idea about what must be done to demonstrate a certain level of mastery, understanding, or proficiency (i.e., "Exceeds Expectations" does xyz, "Meets Expectations" does only xy or yz, "Developing" does only x or y or z). Rubrics can be used for any assignment in a course, or for any way in which students are asked to demonstrate what they've learned. They can also be used to facilitate self and peer-reviews of student work.

Rubrics aren't just for summative evaluation. They can be used as a teaching tool as well. When used as part of a formative assessment, they can help students understand both the holistic nature and/or specific analytics of learning expected, the level of learning expected, and then make decisions about their current level of learning to inform revision and improvement (Reddy & Andrade, 2010). 

Why use rubrics?

Rubrics help instructors:

Provide students with feedback that is clear, directed and focused on ways to improve learning.

Demystify assignment expectations so students can focus on the work instead of guessing "what the instructor wants."

Reduce time spent on grading and develop consistency in how you evaluate student learning across students and throughout a class.

Rubrics help students:

Focus their efforts on completing assignments in line with clearly set expectations.

Self and Peer-reflect on their learning, making informed changes to achieve the desired learning level.

Developing a Rubric

During the process of developing a rubric, instructors might:

Select an assignment for your course - ideally one you identify as time intensive to grade, or students report as having unclear expectations.

Decide what you want students to demonstrate about their learning through that assignment. These are your criteria.

Identify the markers of quality on which you feel comfortable evaluating students’ level of learning - often along with a numerical scale (i.e., "Accomplished," "Emerging," "Beginning" for a developmental approach).

Give students the rubric ahead of time. Advise them to use it in guiding their completion of the assignment.

It can be overwhelming to create a rubric for every assignment in a class at once, so start by creating one rubric for one assignment. See how it goes and develop more from there! Also, do not reinvent the wheel. Rubric templates and examples exist all over the Internet, or consider asking colleagues if they have developed rubrics for similar assignments. 

Sample Rubrics

Examples of holistic and analytic rubrics : see Tables 2 & 3 in “Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners” (Allen & Tanner, 2006)

Examples across assessment types : see “Creating and Using Rubrics,” Carnegie Mellon Eberly Center for Teaching Excellence and & Educational Innovation

“VALUE Rubrics” : see the Association of American Colleges and Universities set of free, downloadable rubrics, with foci including creative thinking, problem solving, and information literacy. 

Andrade, H. 2000. Using rubrics to promote thinking and learning. Educational Leadership 57, no. 5: 13–18. Arter, J., and J. Chappuis. 2007. Creating and recognizing quality rubrics. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Stiggins, R.J. 2001. Student-involved classroom assessment. 3rd ed. Upper Saddle River, NJ: Prentice-Hall. Reddy, Y., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation In Higher Education, 35(4), 435-448.