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The origin of life on earth, explained.

The origin of life on Earth stands as one of the great mysteries of science. Various answers have been proposed, all of which remain unverified. To find out if we are alone in the galaxy, we will need to better understand what geochemical conditions nurtured the first life forms. What water, chemistry and temperature cycles fostered the chemical reactions that allowed life to emerge on our planet? Because life arose in the largely unknown surface conditions of Earth’s early history, answering these and other questions remains a challenge.

Several seminal experiments in this topic have been conducted at the University of Chicago, including the Miller-Urey experiment that suggested how the building blocks of life could form in a primordial soup.

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When did life on Earth begin?

Where did life on Earth begin?

What are the ingredients of life on earth, what are the major scientific theories for how life emerged, what is chirality and why is it biologically important, what research are uchicago scientists currently conducting on the origins of life, when did life on earth begin .

Earth is about 4.5 billion years old. Scientists think that by 4.3 billion years ago, Earth may have developed conditions suitable to support life. The oldest known fossils, however, are only 3.7 billion years old. During that 600 million-year window, life may have emerged repeatedly, only to be snuffed out by catastrophic collisions with asteroids and comets.

The details of those early events are not well preserved in Earth’s oldest rocks. Some hints come from the oldest zircons, highly durable minerals that formed in magma. Scientists have found traces of a form of carbon—an important element in living organisms— in one such 4.1 billion-year-old zircon . However, it does not provide enough evidence to prove life’s existence at that early date.

Two possibilities are in volcanically active hydrothermal environments on land and at sea.

Some microorganisms thrive in the scalding, highly acidic hot springs environments like those found today in Iceland, Norway and Yellowstone National Park. The same goes for deep-sea hydrothermal vents. These chimney-like vents form where seawater comes into contact with magma on the ocean floor, resulting in streams of superheated plumes. The microorganisms that live near such plumes have led some scientists to suggest them as the birthplaces of Earth’s first life forms.

Organic molecules may also have formed in certain types of clay minerals that could have offered favorable conditions for protection and preservation. This could have happened on Earth during its early history, or on comets and asteroids that later brought them to Earth in collisions. This would suggest that the same process could have seeded life on planets elsewhere in the universe.

The recipe consists of a steady energy source, organic compounds and water.

Sunlight provides the energy source at the surface, which drives photosynthesis. On the ocean floor, geothermal energy supplies the chemical nutrients that organisms need to live.

Also crucial are the elements important to life . For us, these are carbon, hydrogen, oxygen, nitrogen, and phosphorus. But there are several scientific mysteries about how these elements wound up together on Earth. For example, scientists would not expect a planet that formed so close to the sun to naturally incorporate carbon and nitrogen. These elements become solid only under very cold temperatures, such as exist in the outer solar system, not nearer to the sun where Earth is. Also, carbon, like gold, is rare at the Earth’s surface. That’s because carbon chemically bonds more often with iron than rock. Gold also bonds more often with metal, so most of it ends up in the Earth’s core. So, how did the small amounts found at the surface get there? Could a similar process also have unfolded on other planets?

The last ingredient is water. Water now covers about 70% of Earth’s surface, but how much sat on the surface 4 billion years ago? Like carbon and nitrogen, water is much more likely to become a part of solid objects that formed at a greater distance from the sun. To explain its presence on Earth, one theory proposes that a class of meteorites called carbonaceous chondrites formed far enough from the sun to have served as a water-delivery system.

There are several theories for how life came to be on Earth. These include:

Life emerged from a primordial soup

As a University of Chicago graduate student in 1952, Stanley Miller performed a famous experiment with Harold Urey, a Nobel laureate in chemistry. Their results explored the idea that life formed in a primordial soup.

Miller and Urey injected ammonia, methane and water vapor into an enclosed glass container to simulate what were then believed to be the conditions of Earth’s early atmosphere. Then they passed electrical sparks through the container to simulate lightning. Amino acids, the building blocks of proteins, soon formed. Miller and Urey realized that this process could have paved the way for the molecules needed to produce life.

Scientists now believe that Earth’s early atmosphere had a different chemical makeup from Miller and Urey’s recipe. Even so, the experiment gave rise to a new scientific field called prebiotic or abiotic chemistry, the chemistry that preceded the origin of life. This is the opposite of biogenesis, the idea that only a living organism can beget another living organism.

Seeded by comets or meteors

Some scientists think that some of the molecules important to life may be produced outside the Earth. Instead, they suggest that these ingredients came from meteorites or comets.

“A colleague once told me, ‘It’s a lot easier to build a house out of Legos when they’re falling from the sky,’” said Fred Ciesla, a geophysical sciences professor at UChicago. Ciesla and that colleague, Scott Sandford of the NASA Ames Research Center, published research showing that complex organic compounds were readily produced under conditions that likely prevailed in the early solar system when many meteorites formed.

Meteorites then might have served as the cosmic Mayflowers that transported molecular seeds to Earth. In 1969, the Murchison meteorite that fell in Australia contained dozens of different amino acids—the building blocks of life.

Comets may also have offered a ride to Earth-bound hitchhiking molecules, according to experimental results published in 2001 by a team of researchers from Argonne National Laboratory, the University of California Berkeley, and Lawrence Berkeley National Laboratory. By showing that amino acids could survive a fiery comet collision with Earth, the team bolstered the idea that life’s raw materials came from space.

In 2019, a team of researchers in France and Italy reported finding extraterrestrial organic material preserved in the 3.3 billion-year-old sediments of Barberton, South Africa. The team suggested micrometeorites as the material’s likely source. Further such evidence came in 2022 from samples of asteroid Ryugu returned to Earth by Japan’s Hayabusa2 mission. The count of amino acids found in the Ryugu samples now exceeds 20 different types .

In 1953, UChicago researchers published a landmark paper in the Journal of Biological Chemistry that marked the discovery of the pro-chirality concept , which pervades modern chemistry and biology. The paper described an experiment showing that the chirality of molecules—or “handedness,” much the way the right and left hands differ from one another—drives all life processes. Without chirality, large biological molecules such as proteins would be unable to form structures that could be reproduced.

Today, research on the origin of life at UChicago is expanding. As scientists have been able to find more and more exoplanets—that is, planets around stars elsewhere in the galaxy—the question of what the essential ingredients for life are and how to look for signs of them has heated up.

Nobel laureate Jack Szostak joined the UChicago faculty as University Professor in Chemistry in 2022 and will lead the University’s new interdisciplinary Origins of Life Initiative to coordinate research efforts into the origin of life on Earth. Scientists from several departments of the Physical Sciences Division are joining the initiative, including specialists in chemistry, astronomy, geology and geophysics.

“Right now we are getting truly unprecedented amounts of data coming in: Missions like Hayabusa and OSIRIS-REx are bringing us pieces of asteroids, which helps us understand the conditions that form planets, and NASA’s new JWST telescope is taking astounding data on the solar system and the planets around us ,” said Prof. Ciesla. “I think we’re going to make huge progress on this question.”

Last updated Sept. 19, 2022.

Faculty Experts

Clara Blättler

Fred Ciesla

Jack Szostak

Additional Resources

The Origins of Life Speaker Series

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Big Brains podcast: Unraveling the mystery of life’s origins on Earth

Discovering the Missing Link with Neil Shubin (Ep. 1)

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How we will discover the mysterious origins of life once and for all

Seventy years ago, three discoveries propelled our understanding of how life on Earth began. But has the biggest clue to life's origins been staring biologists in the face all along?

By Michael Marshall

30 October 2023

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The constant changing landscape of Earth may be a vital part of the story of the origins of the first ecosystems.

MARK GARLICK/Spl/Alamy;

HOW did life on Earth begin? Until 70 years ago, generations of scientists had failed to throw much light on biology’s murky beginnings. But then came three crucial findings in quick succession.

In April 1953, the race to uncover the structure of DNA reached its climax. Geneticists soon realised that its double helix form could help explain how life replicates itself – a fundamental property thought to have appeared at or around the origin of life. Just three weeks later, news broke of the astonishing Miller-Urey experiment, which showed how a simple cocktail of chemicals could spontaneously generate amino acids, vital for building the molecules of life. Finally, in September 1953, we gained our first accurate estimate for the age of Earth, giving us a clearer idea of exactly how old life might be.

At that point, we seemed poised to finally understand life’s origins. Today, conclusive answers remain elusive. But the past few years have brought real signs of progress.

For instance, we have found that life’s ability to replicate is not wholly reliant on DNA. We also have a far better idea of the conditions on early Earth when life first appeared – and we are beginning to conduct experiments into how it emerged that are much more sophisticated than Miller-Urey.

A radical new theory rewrites the story of how life on Earth began

It has long been thought that the ingredients for life came together slowly, bit by bit. Now there is evidence it all happened at once in a chemical big bang

So, 70 years on from that incredible year of breakthroughs, how has our picture of life’s origins changed? And what remains to be figured out before we can satisfactorily answer biology’s ultimate question?

Definitions of life

“I think in the 50s we knew very little about life,” says …

Article amended on 3 November 2023

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18.9: The Origin of Life

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John W. Kimball
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To account for the origin of life on our earth requires solving several problems:

How the organic molecules that define life, e.g. amino acids, nucleotides, were created.
How these were assembled into macromolecules, e.g. proteins and nucleic acids, - a process requiring catalysts.
How these were able to reproduce themselves.
How these were assembled into a system delimited from its surroundings (i.e., a cell).

A number of theories address each of these problems. As for the first problem, four scenarios have been proposed. Organic molecules:

were synthesized from inorganic compounds in the atmosphere,
rained down on earth from outer space,
were synthesized at hydrothermal vents on the ocean floor,
were synthesized when comets or asteroids struck the early earth.

Scenario 1: Miller's Experiment

Stanley Miller, a graduate student in biochemistry, built the apparatus shown in Figure $\PageIndex{1}$. He filled it with water (H 2 O), methane (CH 4 ), ammonia (NH 3 ) and hydrogen (H 2 ), but no oxygen. He hypothesized that this mixture resembled the atmosphere of the early earth. The mixture was kept circulating by continuously boiling and then condensing the water. The gases passed through a chamber containing two electrodes with a spark passing between them.

At the end of a week, Miller used paper chromatography to show that the flask now contained several amino acids as well as some other organic molecules. However, it is now thought that the atmosphere of the early earth was not rich in methane and ammonia - essential ingredients in Miller's experiments. In the years since Miller's work, many variants of his procedure have been tried. Virtually all the small molecules that are associated with life have been formed:

17 of the 20 amino acids used in protein synthesis, and all the purines and pyrimidines used in nucleic acid synthesis.
But abiotic synthesis of ribose - and thus of nucleotides - has been much more difficult. However, success in synthesizing pyrimidine ribonucleotides under conditions that might have existed in the early earth was reported in the 14 May 2009 issue of Nature .
And in 2015, chemists in Cambridge England led by John Sutherland reported that they had been able to synthesize precursors of 12 of the 20 amino acids and two (of the four) ribonucleotides used by life as well as glycerol-1-phosphate, a precursor of lipids. They created all of these molecules using only hydrogen cyanide (HCN) and hydrogen sulfide (H 2 S) irradiated with ultraviolet light in the presence of mineral catalysts.

Scenario 2: Molecules from Outer Space

Astronomers, using infrared spectroscopy, have identified a variety of organic molecules in interstellar space, including methane (CH 4 ), methanol (CH 3 OH), formaldehyde (HCHO), cyanoacetylene (HC 3 N) (which in spark-discharge experiments is a precursor to the pyrimidine cytosine ), polycyclic aromatic hydrocarbonsas well as such inorganic building blocks as carbon dioxide (CO 2 ), carbon monoxide (CO), ammonia (NH 3 ), hydrogen sulfide (H 2 S), and hydrogen cyanide (HCN).

There have been several reports of producing amino acids and other organic molecules in laboratories by taking a mixture of molecules known to be present in interstellar space such as ammonia (NH 3 ), carbon monoxide (CO), methanol (CH 3 OH) and water (H 2 O), hydrogen cyanide (HCN) and exposing it to a temperature close to that of space (near absolute zero) and intense ultraviolet (UV) radiation. Whether or not the molecules that formed terrestrial life arrived here from space, there is little doubt that organic matter continuously rains down on the earth (estimated at 30 tons per day).

Alternatively, organic molecules can be transport to Earth via meteorites as demonstrated with the Murchison Meteorite that that fell near Murchison, Australia on 28 September 1969. This meteorite turned out to contain a variety of organic molecules including: purines and pyrimidines, polyols - compounds with hydroxyl groups on a backbone of 3 to 6 carbons such as glycerol and glyceric acid (sugars are polyols) and the amino acids listed in Table $\PageIndex{1}$. The amino acids and their relative proportions were quite similar to the products formed in Miller's experiments.

Murchison meteorite at the The National Museum of Natural History (Washington). (CC SA-BY 3.0; :Basilicofresco ).

Contamination?

The question is if these molecules identified in the Murchison meteorite were simply terrestrial contaminants that got into the meteorite after it fell to earth? Probably not:

Some of the samples were collected on the same day it fell and subsequently handled with great care to avoid contamination.
The polyols contained the isotopes carbon-13 and hydrogen-2 (deuterium) in greater amounts than found here on earth.
The samples lacked certain amino acids that are found in all earthly proteins.
Only L amino acids occur in earthly proteins, but the amino acids in the meteorite contain both D and L forms (although L forms were slightly more prevalent).

Scenario 3: Deep-Sea Hydrothermal Vents

Some deep-sea hydrothermal vents discharge copious amounts of hydrogen, hydrogen sulfide, and carbon dioxide at temperatures around 100°C. (These are not "black smokers".) These gases bubble up through chambers rich in iron sulfides (FeS, FeS 2 ). These can catalyze the formation of simple organic molecules like acetate. (And life today depends on enzymes that have Fe and S atoms in their active sites.)

Scenario 4: Laboratory Synthesis of Nucleobases Under Conditions Mimicking the Impact of Asteroids or Comets on the Early Earth

Researchers in the Czech Republic reported in 2014 that they had succeeded in the abiotic synthesis of adenine (A), guanine (G), cytosine (C), and uracil (U) — the four bases found in RNA (an RNA beginning?) and three of the four found in DNA. They achieved this by bombarding a mixture of formamide and clay with powerful laser pulses that mimicked the temperature and pressure expected when a large meteorite strikes the earth. Formamide is a simple substance, CH 3 NO, thought to have been abundant on the early earth and containing the four elements fundamental to all life.

Assembling Polymers

Another problem is how polymers - the basis of life itself - could be assembled.

In solution, hydrolysis of a growing polymer would soon limit the size it could reach.
Abiotic synthesis produces a mixture of L and D enantiomers. Each inhibits the polymerization of the other. (So, for example, the presence of D amino acids inhibits the polymerization of L amino acids (the ones that make up proteins here on earth).

This has led to a theory that early polymers were assembled on solid, mineral surfaces that protected them from degradation, and in the laboratory polypeptides and polynucleotides (RNA molecules) containing about ~50 units have been synthesized on mineral (e.g., clay) surfaces.

An RNA Beginning?

All metabolism depends on enzymes and, until recently, every enzyme has turned out to be a protein. But proteins are synthesized from information encoded in DNA and translated into mRNA. So here is a chicken-and-egg dilemma. The synthesis of DNA and RNA requires proteins. So proteins cannot be made without nucleic acids and nucleic acids cannot be made without proteins. The discovery that certain RNA molecules have enzymatic activity provides a possible solution. These RNA molecules — called ribozymes — incorporate both the features required of life: storage of information and the ability to act as catalysts.

While no ribozyme in nature has yet been found that can replicate itself, ribozymes have been synthesized in the laboratory that can catalyze the assembly of short oligonucleotides into exact complements of themselves. The ribozyme serves as both the template on which short lengths of RNA ("oligonucleotides" are assembled following the rules of base pairing and the catalyst for covalently linking these oligonucleotides.

In principal, the minimal functions of life might have begun with RNA and only later did proteins take over the catalytic machinery of metabolism and DNA take over as the repository of the genetic code. Several other bits of evidence support this notion of an original "RNA world":

In the cell, all deoxyribonucleotides are synthesized from ribonucleotide precursors.
Many bacteria control the transcription and/or translation of certain genes with RNA molecules, not protein molecules.

Reproduction?

Perhaps the earliest form of reproduction was a simple fission of the growing aggregate into two parts - each with identical metabolic and genetic systems intact.

The First Cell?

To function, the machinery of life must be separated from its surroundings - some form of extracellular fluid (ECF). This function is provided by the plasma membrane. Today's plasma membranes are made of a double layer of phospholipids. They are only permeable to small, uncharged molecules like H 2 O, CO 2 , and O 2 . Specialized transmembrane transporters are needed for ions, hydrophilic, and charged organic molecules (e.g., amino acids and nucleotides) to pass into and out of the cell.

However, the same Szostak lab that produced the finding described above reported in the 3 July 2008 issue of Nature that fatty acids, fatty alcohols, and monoglycerides - all molecules that can be synthesized under prebiotic conditions - can also form lipid bilayers and these can spontaneously assemble into enclosed vesicles.

Unlike phospholipid vesicles, these

admit from the external medium charged molecules like nucleotides
admit from the external medium hydrophilic molecules like ribose
grow by self-assembly
are impermeable to, and thus retain, polymers like oligonucleotides.

These workers loaded their synthetic vesicles with a short single strand of deoxycytidine (dC) structured to provide a template for its replication. When the vesicles were placed in a medium containing (chemically modified) dG, these nucleotides entered the vesicles and assembled into a strand of Gs complementary to the template strand of Cs. Here, then, is a simple system that is a plausible model for the creation of the first cells from the primeval "soup" of organic molecules.

From Unicellular to Multicellular Organisms

This transition is probably the easiest to understand.

Several colonial flagellated green algae provide a clue. These species are called colonial because they are made up simply of clusters of independent cells. If a single cell of Gonium , Pandorina , or Eudorina is isolated from the rest of the colony, it will swim away looking quite like a Chlamydomonas cell. Then, as it undergoes mitosis, it will form a new colony with the characteristic number of cells in that colony.

(The figures are not drawn to scale. Their sizes range from Chlamydomonas which is about 10 µm in diameter - little larger than a human red blood cell - to Volvox whose sphere is some 350 µm in diameter - visible to the naked eye.)

The situation in Pleodorina and Volvox is different. In these organisms, some of the cells of the colony (most in Volvox) are not able to live independently. If a nonreproductive cell is isolated from a Volvox colony, it will fail to reproduce itself by mitosis and eventually will die. What has happened? In some way, as yet unclear, Volvox has crossed the line separating simple colonial organisms from truly multicellular ones. Unlike Gonium, Volvox cannot be considered simply a colony of individual cells. It is a single organism whose cells have lost their ability to live independently. If a sufficient number of them become damaged, the entire sphere of cells will die.

What has Volvox gained? In giving up their independence, the cells of Volvox have become specialists. No longer does every cell carry out all of life's functions (as in colonial forms); instead certain cells specialize to carry out certain functions while leaving other functions to other specialists. In Volvox this process goes no further than having certain cells specialize for reproduction while others, unable to reproduce themselves, fulfill the needs for photosynthesis and locomotion.

In more complex multicellular organisms, the degree of specialization is carried much further. Each cell has one or two precise functions to carry out. It depends on other cells to carry out all the other functions needed to maintain the life of the organism and thus its own.

The specialization and division of labor among cells is the outcome of their history of differentiation. One of the great problems in biology is how differentiation arises among cells, all of which having arisen by mitosis, share the same genes.

The genomes of both Chlamydomonas and Volvox have been sequenced. Although one is unicellular, the other multicellular, they have not only about the same number of protein-encoding genes (14,516 in Chlamydomonas, 14,520 in Volvox) but most of these are homologous. Volvox has only 58 genes that have no relatives in Chlamydomonas and even fewer unique mRNAs.

At one time, many of us would have expected that a multicellular organism like Volvox with its differentiated cells and complex life cycle would have had many more genes than a single-celled organism like Chlamydomonas. But that turns out not to be the case.

How to explain this apparent paradox? My guess is that just as we have seen in the evolution of animals, we are seeing here that the evolution of organismic complexity is not so much a matter of the evolution of new genes but rather the evolution of changes in the control elements (promoters and enhancers) that dictate how and where the basic tool kit of eukaryotic genes will be expressed .

The evidence is compelling that all these organisms are close relatives; that is, belong to the same clade. They illustrate how colonial forms could arise from unicellular ones and multicellular forms from colonial ones.

The Last Universal Common Ancestor (LUCA)?

Creating Life?

When I headed off to college (in 1949), I wrote an essay speculating on the possibility that some day we would be able to create a living organism from nonliving ingredients. By the time I finished my formal studies in biology — having learned of the incredible complexity of even the simplest organism — I concluded that such a feat could never be accomplished.

Now I'm not so sure.

Several recent advances suggest that we may be getting close to creating life. (But note that these examples represent laboratory manipulations that do not necessarily reflect what may have happened when life first appeared.)

The ability to created membrane-enclosed vesicles that can take in small molecules and assemble them into polymers which remain within the "cell".
The ability to assemble functional ribosomes — the structures that convert the information encoded in the genome into the proteins that run life — from their components.

Could this be placed in the cytoplasm of a living cell and run it?

The same team showed in the previous year (see Science 3 August 2007) that they could insert an entire chromosome from one species of mycoplasma into the cytoplasm of a related species and, in due course, the recipient lost its own chromosome (perhaps destroyed by restriction enzymes encoded by the donor chromosome) and began expressing the phenotype of the donor. In short, they had changed one species into another. But the donor chromosome was made by the donor bacterium, not synthesized in the laboratory. However, there should be no serious obstacle to achieving the same genome transplantation with a chemically-synthesized chromosome.

They've done it! The same team reported on 20 May 2010 in the online Science Express that they had successfully transplanted a completely synthetic genome — based on that of Mycoplasma mycoides — into the related species Mycoplasma capricolum . The recipient strain grew well and soon acquired the phenotype of the M. mycoides donor.

Their procedure:

Chemically synthesize 69- to 79-nt oligonucleotides representing all the stretches of the known chromosome 9 sequence (which contains 316,617 base pairs) except for certain sequences such as transposons, many introns, and transfer RNA genes. In addition new, non-native, sequences such as loxP sites were included to aid future manipulations of the genome.
Stitch these together into blocks of ~750 base pairs. This step was done in vitro by undergraduates enrolled in the "Build A Genome" class at Johns Hopkins.
Introduce these into yeast cells which ligated them into stretches of DNA containing 2–4 thousand base pairs.
Introduce these stepwise into yeast cells so that they replace the equivalent portions of the native chromosome.
The result: a strain of yeast that grows just as well with its new artificial chromosome (now containing only 272,871 base pairs) as it did before.

7 theories on the origin of life

The answer to the origin of life remains unknown, but here are scientists best bets

The origin of life might be discovered by looking into our DNA

An electric spark

Molecules of life met on clay

Deep-sea vents
Born from ice
Understanding DNA
Simple beginnings
Life came from space

Additional resources

Bibliography.

The origin of life on Earth began more than 3 billion years ago, evolving from the most basic of microbes into a dazzling array of complexity over time. But how did the first organisms on the only known home to life in the universe develop from the primordial soup?

Science remains undecided and conflicted as to the exact origin of life, also known as abiogenesis. Even the very definition of life is contested and rewritten, with one study published in the J ournal of Biomolecular Structure and Dynamics , suggesting uncovering 123 different published definitions.

Although science still seems unsure, here are some of the many different scientific theories on the origin of life on Earth.

It started with an electric spark

Lightning may have provided the spark needed for life to begin.Electric sparks can generate amino acids and sugars from an atmosphere loaded with water, methane, ammonia and hydrogen , as was shown in the famous Miller-Urey experiment in 1952, according to Scientific American . The experiment's findings suggested that lightning might have helped create the key building blocks of life on Earth in its early days. Over millions of years, larger and more complex molecules could form.

Although research since then has revealed the early atmosphere of Earth was actually hydrogen-poor, scientists have suggested that volcanic clouds in the early atmosphere might have held methane, ammonia and hydrogen and been filled with lightning as well, according to the University of California

The first molecules of life might have met on clay, according to an idea elaborated by organic chemist Alexander Graham Cairns-Smith at the University of Glasgow in Scotland. Cairns-Smith proposed in his 1985 controversial book “ Seven Clues to the Origin of Life'' , that clay crystals preserve their structure as they grow and stick together to form areas exposed to different environments and trap other molecules along the way and organise them into patterns much like our genes do now.

– What is the difference between prokaryotic and eukaryotic cells?

– What is biology?

– What are bacteria?

– What is an amoeba?

– Is there water on Mars?

The main role of DNA is to store information on how other molecules should be arranged. Genetic sequences in DNA are essentially instructions on how amino acids should be arranged in proteins. Cairns-Smith suggests that mineral crystals in clay could have arranged organic molecules into organized patterns. After a while, organic molecules took over this job and organized themselves.

Although Cairns-Smith's theory certainly gave scientists food for thought in the 1980s, it has still not been widely accepted by the scientific community.

Life began at deep-sea vents

A deep-sea vent releasing fluid into the water

The deep-sea vent theory suggests that life may have begun at submarine hydrothermal vents spewing elements key to life, such as carbon and hydrogen-, according to the journal Nature Reviews Microbiology .

Hydrothermal vents can be found in the darkest depths of the ocean floors, typically on diverging continental plates, according to the Natural History Museum . These vents erupt fluid which is superheated by the Earth’s core as it passes up through the crust, before being ejected at the vets. During its journey through the crust it collects dissolved gases and minerals, such as carbon and hydrogen.

Their rocky nooks could then have concentrated these molecules together and provided mineral catalysts for critical reactions. Even now, these vents, rich in chemical and thermal energy, sustain vibrant ecosystems.

Abiogenesis by way of hydrothermal vents continues to be investigated as a plausible cause of life on Earth. In 2019, scientists at University College London , successfully created protocells (non-living structures that help scientists understand the origins of life) under similar hot, alkaline environmental conditions to hydrothermal vents.

Life had a chilly start

Ice might have covered the oceans 3 billion years ago and facilitated the birth of life. "Key organic compounds thought to be important in the origin of life are more stable at lower temperatures,” Jeffrey Bada at the University of California, told New Scientist . At normal temperatures these compounds, such as simple sets of amino acids, are sparsely populated in water, but when frozen become concentrated and facilitate the emergence of life, according to Bada’s work published in the journal I carus .

Ice also might have protected fragile organic compounds in the water below from ultraviolet light and destruction from cosmic impacts. The cold might have also helped these molecules to survive longer, enabling key reactions to happen.

The answer lies in understanding DNA formation

Nowadays DNA needs proteins in order to form, and proteins require DNA to form, so how could these have formed without each other? The answer may be RNA , which can store information like DNA, serve as an enzyme like proteins, and help create both DNA and proteins, according to the journal Molecular Biology of the Cell . Later DNA and proteins succeeded this "RNA world," because they are more efficient.

RNA still exists and performs several functions in organisms, including acting as an on-off switch for some genes. The question still remains how RNA got here in the first place. Some scientists think the molecule could have spontaneously arisen on Earth, while others say that was very unlikely to have happened.

Life had simple beginnings

Instead of developing from complex molecules such as RNA, life might have begun with smaller molecules interacting with each other in cycles of reactions. These might have been contained in simple capsules akin to cell membranes, and over time more complex molecules that performed these reactions better than the smaller ones could have evolved, scenarios dubbed "metabolism-first" models, as opposed to the "gene-first" model of the "RNA world" hypothesis.

Life was brought here from elsewhere in space

An illustration of an asteroid heading for Earth

Perhaps life did not begin on Earth at all, but was brought here from elsewhere in space, a notion known as panspermia, according to NASA . For instance, rocks regularly get blasted off Mars by cosmic impacts, and a number of Martian meteorites have been found on Earth that some researchers have controversially suggested brought microbes over here, potentially making us all Martians originally. Other scientists have even suggested that life might have hitchhiked on comets from other star systems. However, even if this concept were true, the question of how life began on Earth would then only change to how life began elsewhere in space.

For more information into the theories of life’s origins check out “ The Stairway To Life: An Origin-Of-Life Reality Check ” by Change Laura Tan and “ The Mystery of Life's Origin ” by Charles B. Thaxton, et al.

Matthew Levy et al, “Prebiotic Synthesis of Adenine and Amino Acids Under Europa-like Conditions”, Icarus, Volume 145, June 2000, https://doi.org/10.1006/icar.2000.6365

William Martin, “Hydrothermal vents and the origin of life”, Nature Reviews Microbiology, Volume 6, September 2008, https://doi.org/10.1038/nrmicro1991

K. A. Dill and L. Agozzino, “Driving forces in the origins of life”, Open biology, Volume 11, February 2021, ttps://doi.org/10.1098/rsob.200324

Ben K. D. Pearce et al, “Origin of the RNA world: The fate of nucleobases in warm little ponds”, PNAS, Volume 114, October 2017, https://doi.org/10.1073/pnas.1710339114

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Unravelling life’s origin: five key breakthroughs from the past five years

Associate professor, Dublin City University

PhD Student in Astrobiology, Dublin City University

Disclosure statement

Seán Jordan receives funding from European Research Council (ERC) under the European Union’s Horizon Europe research and innovation programme (grant agreement No 1101114969) and from Science Foundation Ireland (SFI Pathway award 22/PATH-S/10692). He is affiliated with the Origin of Life Early-career Network (OoLEN).

Louise Gillet de Chalonge receives funding from the European Research Council (ERC) under the European Union’s Horizon Europe research and innovation programme (grant agreement No 1101114969). She is affiliated with the Origin of Life Early-career Network (OoLEN).

Dublin City University provides funding as a member of The Conversation UK.

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There is still so much we don’t understand about the origin of life on Earth.

The definition of life itself is a source of debate among scientists, but most researchers agree on the fundamental ingredients of a living cell. Water, energy, and a few essential elements are the prerequisites for cells to emerge. However, the exact details of how this happens remain a mystery.

Recent research has focused on trying to recreate in the lab the chemical reactions that constitute life as we know it, in conditions plausible for early Earth (around 4 billion years ago). Experiments have grown in complexity, thanks to technological progress and a better understanding of what early Earth conditions were like.

However, far from bringing scientists together and settling the debate, the rise of experimental work has led to many contradictory theories. Some scientists think that life emerged in deep-sea hydrothermal vents , where the conditions provided the necessary energy. Others argue that hot springs on land would have provided a better setting because they are more likely to hold organic molecules from meteorites. These are just two possibilities which are being investigated.

Here are five of the most remarkable discoveries over the last five years.

Reactions in early cells

What energy source drove the chemical reactions at the origin of life? This is the mystery that a research team in Germany has sought to unravel. The team delved into the feasibility of 402 reactions known to create some of the essential components of life, such as nucleotides (a building block of DNA and RNA). They did this using some of the most common elements that could have been found on the early Earth.

These reactions, present in modern cells, are also believed to be the core metabolism of LUCA, the last universal common ancestor , a single-cell, bacterium-like organism.

For each reaction, they calculated the changes in free energy, which determines if a reaction can go forward without other external sources of energy. What is fascinating is that many of these reactions were independent of external influences like adenosine triphosphate , a universal source of energy in living cells.

The synthesis of life’s fundamental building blocks didn’t need an external energy boost: it was self-sustaining.

Volcanic glass

Life relies on molecules to store and convey information. Scientists think that RNA (ribonucleic acid) strands were precursors to DNA in fulfilling this role, since their structure is more simple.

The emergence of RNA on our planet has long confused researchers. However, some progress has been made recently. In 2022, a team of collaborators in the US generated stable RNA strands in the lab. They did it by passing nucleotides through volcanic glass. The strands they made were long enough to store and transfer information.

Volcanic glass was present on the early Earth, thanks to frequent meteorite impacts coupled with a high volcanic activity. The nucleotides used in the study are also believed to have been present at that time in Earth’s history. Volcanic rocks could have facilitated the chemical reactions that assembled nucleotides into RNA chains.

Hydrothermal vents

Carbon fixation is a process in which CO₂ gains electrons. It is necessary to build the molecules that form the basis of life.

An electron donor is necessary to drive this reaction. On the early Earth, H₂ could have been the electron donor. In 2020, a team of collaborators showed that this reaction could spontaneously occur and be fuelled by environmental conditions similar to deep-sea alkaline hydrothermal vents in the early ocean. They did this using microfluidic technology , devices that manipulate tiny volumes of liquids to perform experiments by simulating alkaline vents.

This pathway is strikingly similar to how many modern bacterial and archaeal cells (single-cell organisms without a nucleas) operate.

The Krebs Cycle

In modern cells, carbon fixation is followed by a cascade of chemical reactions that assemble or break down molecules, in intricate metabolic networks that are driven by enzymes.

But scientists are still debating how metabolic reactions unfolded before the emergence and evolution of those enzymes. In 2019, a team from the University of Strasbourg in France made a breakthrough . They showed that ferrous iron, a type of iron that was abundant in early Earth’s crust and ocean, could drive nine out of 11 steps of the Krebs Cycle . The Krebs Cycle is a biological pathway present in many living cells.

Here, ferrous iron acted as the electron donor for carbon fixation, which drove the cascade of reactions. The reactions produced all five of the universal metabolic precursors – five molecules that are fundamental across various metabolic pathways in all living organisms.

Building blocks of ancient cell membranes

Understanding the formation of life’s building blocks and their intricate reactions is a big step forward in comprehending the emergence of life.

However, whether they unfolded in hot springs on land or in the deep sea, these reactions would not have gone far without a cell membrane. Cell membranes play an active role in the biochemistry of a primitive cell and its connection with the environment.

Modern cell membranes are mostly composed of compounds called phospholipids, which contain a hydrophilic head and two hydrophobic tails. They are structured in bilayers, with the hydrophilic heads pointing outward and the hydrophobic tails pointing inward.

Research has shown that some components of phospholipids, such as the fatty acids that constitute the tails, can self-assemble into those bilayer membranes in a range of environmental conditions . But were these fatty acids present on the early Earth? Recent research from Newcastle University, UK gives an interesting answer. Researchers recreated the spontaneous formation of these molecules by combining H₂-rich fluids, likely present in ancient alkaline hydrothermal vents, with CO₂-rich water resembling the early ocean.

This breakthrough aligns with the hypothesis that stable fatty acid membranes could have originated in alkaline hydrothermal vents, potentially progressing into living cells. The authors speculated that similar chemical reactions might unfold in the subsurface oceans of icy moons, which are thought to have hydrothermal vents similar to terrestrial ones.

Each of these discoveries adds a new piece to the puzzle of the origin of life. Regardless of which ones are proved correct, contrasting theories are fuelling the search for answers. As Charles Darwin wrote :

False facts are highly injurious to the progress of science for they often long endure: but false views, if supported by some evidence, do little harm, for everyone takes a salutary pleasure in proving their falseness; and when this is done, one path towards error is closed and the road to truth is often at the same time opened.

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Origin Life Overview

Origin of Life

As per the findings in evolutionary biology, the universe, earth and the variety of life forms are the results of evolution.

What is Evolution?

Evolution mainly deals with the origin of life on earth. The conditions and the forms of life on earth were entirely different from what we see today. Everything evolved from one form to another for a better chance of survival.

Here, let us know in brief about the origin of life on earth.

The Origin of the Universe

The origin of life begins with the origin of the universe. The universe, an old vast and empty space comprising galaxies, originated around 20 billion years ago. There was nothing but blackness filled with gas and dust. The Big Bang Theory is the most accepted theory regarding the origin of the planet earth and the existence of different life forms on it. According to this theory, the universe is a result of a massive explosion which occurred 20 billion years ago. Whether it is a hypothesis or a fact, a new universe was formed. The atmospheric condition after the explosion became more stable. The temperature reduced and gasses like hydrogen and helium formed which led to the formation of galaxies of today.

Later, after 10 billion years, the earth was formed which was covered by water vapour, methane, carbon dioxide, and ammonia. There was no atmosphere but only gases and moisture. The powerful rays of the sun stimulated and hastened evolution . By making and breaking bonds between gas molecules, the earth came out with a new face. After millions of years i.e., once the earth’s atmosphere was stable, the first life on earth came into existence (around 4 million years ago). There began the story of the origin of life on earth.

The Origin of Life

There were lots of hypotheses regarding the origin of life on earth. Certain experts suggested that life came from outer space as spores while another group explained that life came from a non-cellular component such as decaying matters like mud. The latter theory was known as the theory of spontaneous generation, which was discarded later.

In the year 1953, Oparin and Haldane suggested that life originated from non-living organic molecules like proteins and RNA. This was followed by the theory of chemical evolution which suggested that atmospheric conditions of the earth led to the formation of organic molecules from inorganic molecules. Few scientists conducted experiments regarding the same. However, once the first life came into existence, they started to evolve in different ways and forms. This laid a stepping stone to the theory of evolution.

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Defining life and evolution: Essay on the origin, expansion, and evolution of living matter

Affiliation.

1 Institute of Molecular Biology and Genetics of the National Academy of Sciences of Ukraine, Kyiv, 03143, Ukraine. Electronic address: [email protected].
PMID: 34352326
DOI: 10.1016/j.biosystems.2021.104500

This essay aims to define the origin, expansion, and evolution of living matter. The first formations, identified as remains, fossils, traces etc. of life are almost as old as the Earth itself. During four billion years, life on the Earth has continuously existed and been implemented in the range of conditions, ensuring the liquid state of water. During the entire period of life existence, its evolution was proceeding with the tendency of multidirectionality, after each catastrophe tending to the diversity and vastness of distribution, and all the currently living species, regardless of their complexity, have the same evolutionary age. The property of reproductive surplus (multiplication) is inherent in all the living matter. The reproduction of all the living matter is implemented via the "development" - a process of continuous occurrence of something new that did not exist in the previous moment in the reproduced individual at each specific moment of time with the tendency towards the reproduction of a "copy". In its fundamental basis, Life is based on a programme, its material support is implemented and exists not in the field of causative-consecutive events, but in the field of programmed-causative-consecutive events. This predetermines the "biology laws", the behaviour of the material constituent of Life at each time period, and the future of the material constituent of life.

Keywords: Development; Evolution; Genetic program; Origin of life; biological Complexity.

Biological Evolution*
Biology / methods
Earth, Planet
Evolution, Chemical*
Extraterrestrial Environment
Models, Biological
Origin of Life*
Reproduction / physiology
Time Factors

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Essay on the Evolution of Life (With Diagrams)

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Read this essay to learn about: 1. The evolution of life – Virus, Mycoplasma and Rickettsiae 2. Evolution of the plant kingdom 3. Fossils 4. The ages of the earth 5. Gondwana land and 6. Glossopteris f lora.

The word evolution, arising from the Latin word evolvere (to unroll) means the development of something by natural processes. Thus, we may talk of the evolution of the Earth, of the evolution of Man or of the evolution of a political dogma. When we talk of the Evolution Theory or about Organic Evolution we mean the evolution of life on this Earth, the greatest exponent of which idea was Charles Darwin.

If there can be a story based on facts there can be none more interesting than, that of the evolution of life on our Earth. The ideas of Evolution once began as poetic dreams, then as whispered theories, finally condensing into the bold assertions of Charles Darwin. Since then, evidences have piled up to such an extent that Evolution is no longer a mere theory but an established fact. Let us see how it took place.

In talking about the evolution of life we begin from the beginning. Astronomers and geologists have concluded that this Earth first evolved out of celestial bodies as a fiery spinning ball of extremely hot gases. Gradually, through hundreds of millions of years, the gases cooled down and a solid core was formed.

An atmosphere of air (possibly somewhat different in composition from what it is today) formed a covering round it and the hot steam poured down as water forming the first seas and lagoons that were rather shallow. Life first began on this shallow water when it cooled down a bit. How did it begin? We have not yet got the answer but, perhaps, someday we shall. In all probabilities its origin was merely accidental and was possible only in the peculiar conditions of that time.

Still there are some scientists who believe that life originated outside our Earth and then it got transferred here. Whatever may be the cause of its origin, life began on this water by the formation of a speck of that mysterious substance— protoplasm. But, possibly, before the appearance of protoplasm there was a long history of natural synthesis of the most interesting organic substance protein, which is the basis of all living matter.

Proteins are formed of a number of common elements—C, H, O and N. But, protein molecules are very complicated and very large. As compared to the molecular weight 18 of water, that of insulin, a very simple protein and the only protein whose constitution is known (the structure was first established by Sanger in 1958 for which he was awarded the Nobel Prize), is about 5,000 while most protein molecules weight over 100,000 and some are known weighing about 10,000,000.

These complex molecules are formed of simpler amino acid molecules which have the peculiar characteristic of having both acidic (CO.OH) and basic (NH.H) Parts so that the acid part of one molecule can unite with the basic part of another and, thus, a number of amino acid molecules may form what is known as a peptide chain (Fig. 792).

These chains turn and twist to form the complex protein molecules (Fig. 793). The atmosphere on our very primitive Earth had not been the same through the ages. About 3500 million years ago, when ‘life’ was possibly being evolved, it was much warmer there was no free oxygen in the air which, on the other hand, was possibly composed of free hydrogen, ammonia, methane and water vapour. It has been shown by Miller and Urey in 1955 that such a mixture of gases in a closed chamber when subjected to electric discharges gives rise to many of the known amino acids by artificial synthesis.

Such synthesis of amino acids might have taken place naturally in those days as result of atmospheric electric discharges or natural radiation. As this type of synthesis was possibly only in the atmosphere prevalent at that time, one may suppose that the origin of ‘life’ was possible only in those days. At least 21 types of amino acids are well-known today and they may combine in endless ways forming hundreds of protein types. Some of the proteins, like the egg albumin, have been obtained in crystalline forms.

We are now aware of a very interesting group of substances—the Viruses which are somewhat intermediate between the living and the non-living. The virus substances had been known since their discovery by Ivanovsky in 1892 as peculiar things which cause dreadful epidemic diseases in plants (e.g., tobacco mosaic virus) as well as animals (chicken-pox, smallpox, measles, influenza, poliomyelitis, rabies, etc.). The infective principles were known but they were not visible under the microscope and they could not be assigned to any type of living beings.

In 1953 Stanley obtained tobacco mosaic virus in the form of crystals which could infect other tobacco plants. Further researches have shown that these virus particles are nucleoproteins, i.e., compounds of nucleic acid and some protein. Each virus particle has a central core of ribonucleic acid (RNA) or, sometimes, deoxyribonucleic acid (DNA) and is encased by proteins.

Some virus particles are rod-like (e.g., tobacco mosaic virus— Fig. 794), others spherical (e.g., influenza, smallpox and polio virus—Figs. 795 and 796). Figure 797 shows the comparative sizes of some big protein molecules, some known genes, some virus particles, the X-chromosome of Drosophila, a bacterium and a red blood corpuscle.

It should be remembered that it is not possible to see anything smaller than 450 µµ with the optical microscope while the largest virus particle, the rod-like tobacco mosaic virus (Fig. 794), is only about 300 µµ long. If these virus particles are injected into the cells of plants or animals of the specific type, they multiply enormously. This multiplication is a characteristic of living substances. But virus particles as those of tobacco mosaic possess neither water nor enzymes without which no vital function can go on.

The virus particles do not multiply in the normal way. When these particles enter the living cell the protein casing is first destroyed. Then the protoplasm of the living cell forgers its normal way of metabolism and begins to produce innumerable new nucleic acid particles instead—the first virus particle somehow induces it to do it. The new nucleic acid particles get invested with new protein casings and then the virus particles increase rapidly.

The minute bacteria also have their virus enemies, the bacteriophages. These have been extensively used by doctors, because they are known to destroy bacteria causing diseases. The bacteriophages have tadpole-like structures (Fig. 797), their head part containing a nucleic acid (deoxyribonucleic acid or DNA) and the tail part containing some protein. It has been found that when a bacteriophage attacks a bacterium, it is only the DNA which enters the bacterial cells.

The whole structure at the time of infection may be compared to that of a doctor’s hypodermic syringe from which the injection fluid (here, DNA) is pushed into the bacterium and the syringe proper is represented by the protein shell of the bacteriophage. Very soon after, the protoplasm inside begins to synthesise new bacteriophages until the cell is full of these and is destroyed. In the tobacco mosaic virus also, it has been found that the RNA alone (without the protein) can carry on the infection. So the nucleic acid is the more important and we shall again note its importance as we study chromosomes.

Further studies of virus types have shown that there are various degrees of complexity within them and, even though they cannot be considered as ‘living’, they surely possess many characteristics of the ‘living’. Recently, another group of pathogens have been detected and named Mycopalsma. Its structure (Fig. 798) is somewhat more complex than that of the virus. It contains DNA strands as well as RNA granules encased in a membrane of proteins, fatty matter and cholesterol.

It develops ‘baby’ particles inside it which bud off as new particles. Rickettsiae form another group of pathogenes (causing a type of typhus) which, like the mycoplasma come nearer to the bacteria. The peculiarity of these particles suggest that although what is known as ‘virus’ today was, perhaps, not evolved before the living protoplasm (it has been suggested that virus might have been evolved by the degeneration of intracellular parasites which lost their cell walls), there might have been substances intermediate between living protoplasm and non-living inorganic life. Whatever be it our definite conception of ‘life’ begins with the evolution of protoplasm with all its complexities of metabolism.

Only recently, Dr. Theodore O. Diener, a plant pathologist of the U.S.D.A., has discovered yet another virus-like particle about one-eightieth the size of the smallest virus. This also causes plant diseases but in its constitution there is merely a speck of nucleic acid without the protein coating which is the rule in viruses. This has been named a viroid.

The impact of the discovery of these sub-living objects may be seen in a new biological classification of the living world proposed recently by Hu Hsen-Hsu (1965) which divides the living beings into (i) Protobiota (virus, etc.) and (ii) Cytobiota (cellular plants and animals).

Is there the existence of life anywhere outside our Earth? We have not yet got any definite evidence as to that. But, this Universe is big—much bigger than we can imagine. In it there are thousands of planetary bodies with exactly the same conditions as prevailing on our Earth. If that be so, and if the first origin of life was accidental, we can well imagine that there is a possibility of the co-existence of life on some other celestial bodies. It is also likely that such living bodies are different from what we are familiar with.

The first speck of protoplasm was different from all other inorganic matter hitherto known. It possessed ‘life’, i.e., it could grow, carry on metabolism, respire and reproduce. Reproduction was rapid and out of a single speck there were millions. The first formed living bodies were all alike and they depended solely on inorganic substances for their nutrition as the organic world was just born. At that time there was no differentiation into plants and animals.

But, through thousands of years, while the first formed speck of protoplasm was passing through millions of generations, very insignificant variations in the descendants were accumulating into large differences so that one could now distinguish different forms. Meanwhile, the world was changing and certain new variations were found to be better adapted to the newer conditions.

These two facts of variation and adaptation were gradually combining into a great moulding force causing the evolution of new forms of life. Very soon it was found that life was evolving in two directions; firstly, towards, the development or animals which is beyond the field of Botany and secondly, to develop plants where the most striking achievement is the development of chlorophyll and, later, of the erect terrestrial plant habit with vascular bundles.

There is no reason to suppose that evolution went on only along one or two particular lines. Plant and animal forms were changing in all direction. Most of the lines were being abandoned later on as the forms failed to survive the rigour of their environments while a few lines survived and again evolved. Evolution went on in this way.

The course of evolution may be traced with reference to the different plant groups that exist today and those which are definitely known to have existed in the ancient days. The picture of the first days of evolution is rather hazy. There was some form of primordial life out of which arose the bacteria (Schizomycetes), the peculiar slime moulds (Myxomycetes), the blue-green algae (Cyanophyceae) and above all, the Flagellatae—an interesting group of unicellular naked organisms which move about in water and out of which the true algae arose. Out of the different types of flagellates arose the diatoms (Bacillariophyta), the brown algae (Phaeophyta), the red algae (Rhodophyta) and the green algae (Chlorophyta).

Out of these, all the groups ended blindly evolving no farther, but the Chlorophyta line which, possibly, gave rise to the land plants. The fungi (Eumycetes) arose by degeneration at some early and hazy stage of evolution. The Chlorophyta possibly gave rise to the Bryophyta on one hand and the Pteridophyta (sometimes called Vascular Cryptogams, beginning with such simple forms as the extinct Psilophytopsida—the so-called ‘Rhynia stock’) on the other.

Out of the ancestral Pteridophyte as simple as the Psilophytes arose four types of Pteridophytes—(i) the Psilotopsida; (ii) the Lycopods, Selaginella and Isoetes (Lycopsida); (iii) the Equisetums (Sphenopsida) and (iv) the ferns (Filicopsida). It is the Pterophyta line represented by the Filicopsida among the Pteridophytes, or probably, the Progymnosperms, a specialised group of Pteridophytes, which developed further giving rise to the seed plants (Spermaphyta). The Spermaphytes developed into the Gymnosperms at an early stage and the Angiosperms at comparatively recent times. This probable course may be traced in a plan as shown in Fig. 799.

The above hypothesis on evolution is not purely imaginary but is substantiated by the invisible writing on rocks. Let us see how.

When the first seas and lagoons were formed, the torrential rain was causing strong river currents to bring down debris of rock and earth which deposited on the seabed forming thick layers of sediments. In course of time these layers were being consolidated into what are known as sedimentary rocks. Such sedimentary rocks are being continually formed and are being deposited one layer above another.

These sedimentary rocks contain not only mineral matter but also remains of plants and animals that were present in that particular period of time. Such remains are known as fossils. Geologists can ascertain the ages of the different strata of sedimentary rocks.

Thus, if a fossil is discovered, it is possible to know at what time that type of plant or animal flourished. This foot has been of the greatest help in tracing the evolution of the plant and animal kingdoms through ages as, it is found, rocks of different ages contain remains of different types of organisms.

It is almost impossible to make a correct estimate of the ages of the rocks in terms of years. Yet, different estimates have been made, and, naturally, they vary widely. One such estimate puts the total age of all the rocks under survey as about 4500 million years.

The first 3000 million years of this is covered by crystalline rocks which formed the original surface of the Earth when it first cooled down. These rocks scarcely contain any living remains and are called Azoic (lifeless) or Archaeozoic (primitive life) rocks. The latter name is because evidences are accumulating that life did exist even in these very ancient days.

Evidences are accumulating that algal life existed 2500 million years ago and bacterial life started even before them (3400 million years old fossils are claimed from South Africa). During the next 1000 million years we get the Proterozoic (beginning of life) rocks which also show very little evidence of life. But, on the whole, there is evidence that the thallophytes and the protozoans had already developed and so plant and animal kingdoms had differentiated.

Evolution of life gained a new momemtum after the Proterozoic days. The next 330 million years are covered by the Palaeozoic (ancient life) Crocks. As the lowermost Palaezoic rocks are called Cambrian all the rocks before that (Atchaeozoic and Proterozoic) are sometimes called Pre-Cambrian during which life developed rather slowly and fossils are practically unknown. During the first half of the Palaezoic (Early Palaezoic—Cambrian and Ordovician) probably all life was confined to the seas and lagoons as only the Thallophytes are known. A dreadful bleakness and stillness reigned on land.

Then, gradually, a change occurred and life moved from water to land. This acquisition of the terrestrial habit was a big event in both the plant and the animal kingdoms. It is certainly difficult to tell today when exactly the migration of plants from water to land took place. Recently, some woody elements (tracheides) and spores of land plants have been discovered from Indian Cambrian rocks as also in some other countries.

It is then justifiable to say that the first land plant (Pteridophytes) existed during Cambrian, i.e., in the Early Palaeozoic and the migration might have taken place even immediately before the Cambrian. During the Middle Palaeozoic (Silurian and Devonian) we get evidence of the existence of Bryophytes (Hepaticites devonicus) and of well-developed Pteridophytes (Psilophytales, Protolepidodendron—allied to Lyco- podium, Hyenia—allied to Equisetum and some Primofilices—primitive ferns).

In the Late Palaeozoic (Carboniferous and Permian) we get the maximum development of the Pteridophytes. The Permo-Carboniferous is known as the Coal Age as at this period the first big forests were formed on the edges of lagoons at river estuaries and these forests have carbonised and have given rise to the present-day coal.

These forests were formed by giant trees which were allied to the Lycopods and the Equisetums and are now extinct. There were also some ancient, ferns and the first Gymnosperms—the Cycadofilicales or Pteridosperms and the Cordaitales. Perhaps the atmosphere differed in its constitution and was warmer at that time.

At the end of the Palaeozoic (that is, after the Permian) there was some climatic change on this Earth- There was a period of desolation. All the older forms of life died and when climatic condition again became favourable, newer plants were evolved. This period is covered by the Mesozoic (middle life—Triassic, Jurassic and Cretaceous) rocks covering about 120 million years. This was the age of gigantic reptiles like the Dinosaurs and of the Gymnosperms. The ferns also attained the maximum height of their development in this age.

Towards the end of the Mesozoic (Cretaceous) another great change came over this Earth. Perhaps there was some catastrophic change and the older forms of life became unfit for survive. Most of the older forms vanished, the Angiosperms among the plants and the Mammals among the animals raised their heads.

The rocks since the Mesozoic to the present day (about 60 million years) form the Cainozoic or Cenozoic (recent life). The world during this period has not varied much although there have been periods of cooling down of the Earth involving the approach of glaciers. It is during this period that the present-day flora (predominated by the Angiosperms) and the present-day fauna (predominated by the Mammals) evolved.

Evolution during these ages was by no means uniform. It was always being moulded by the frequent climatic and geographic variations of this Earth. During all this time there had been alternating periods of extreme cold when glaciers advanced to areas which are very warm today, and of warm spells when a luxuriant vegetation covered the face of the Earth including the poles which are frozen today.

There were also alternating phases of humid and arid climates. Changes were sometimes catastrophic causing sudden extinction of whole races of plants and animals. The geography also was always changing. Geologists think that during the late Palaeozoic Coal Age (and persisting in the Mesozoic) there was a vast continent in the south covering what are India, Africa, Australia, South America and Antarctica today. This continent is named Gondwana land (Figs. 803 and 804) after the Gond tribe of Madhya Pradesh.

To the north of it were two continents—Angaraland (modern Siberia and North China) and the European-North American land mass. In between was the sea of Tethys. This geography explains the fact that at this age the same types of plants and animals flourished in places like India, Africa, Australia and South America, which ate so distant today. The particular Gondwana flora of the Permo-carboniferous has been named the Glossopteris Flora from the preponderance of a leaf-type called Glossopteris (Fig. 805) which was probably a pteridosperm. (seed-bearing fern).

The Gondwana fossils are represented in our country in two groups of rocks called Lower Gondwana (Permo- Carboniferous, i.e., Late Palaeozoic—predominated by Glossopteris), and Upper Gondwana (Mesozoic—predominated by Plilophyllum leaves of the Cycadeoidales group of Gymnosperms). The former can be seen in the Talchir-Barakar Raniganj-PanChet coal mine areas and the latter is Panchmarhi, Rajmahal and Jabalpur. The Gondwana land was possibly formed during the Carboniferous and began to split up during the Cretaceous. The Gondwana Flora is treated more elaborately in College Botany Vol. II.

This is the story how on a hot fiery mass life first came into being and then how that speck of protoplasm developed into human beings and lovely flowers of today.

But, scientists cannot take any theory for granted unless solid evidences are advanced proving the theory. The above is a statement of the phenomenon of Evolution.

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Essay on Life Origin Theories

Students are often asked to write an essay on Life Origin Theories in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Life Origin Theories

Introduction to life origin theories.

Life Origin Theories are ideas that scientists have come up with to explain how life started on Earth. They are like detective stories, trying to solve the mystery of where we come from. It’s a big question and there are many different theories.

The Primordial Soup Theory

The Primordial Soup Theory suggests life began in a “soup” of molecules in the ocean, around 3.8 billion years ago. The “soup” was full of different chemicals. Over time, these chemicals joined together to make the first tiny life forms.

Panspermia Theory

The Panspermia Theory says life on Earth may have come from space. Tiny life forms or their building blocks could have travelled to Earth on comets or meteorites. This theory suggests life in the universe might be common.

Deep-Sea Vent Theory

The Deep-Sea Vent Theory proposes life started deep in the ocean. In these dark places, hot water full of minerals spews from cracks in the Earth’s crust. This could provide the right conditions for life to start.

Clay Hypothesis

The Clay Hypothesis suggests life started on clay. Clay can hold onto and protect small molecules, helping them to join together into bigger ones. This might have helped create the first life forms.

In conclusion, scientists have many theories about how life began. Each theory has evidence to support it, but we still don’t know for sure. The search for the answer is ongoing and exciting.

250 Words Essay on Life Origin Theories

What are life origin theories.

Life Origin Theories are ideas that scientists have come up with to explain how life started on Earth. These theories try to answer a big question – “How did life begin?”

One of the earliest and most famous theories is the Primordial Soup Theory. This theory suggests that life began in a warm “soup” of molecules in the early oceans. Over time, these molecules joined together to form the first living things.

The Panspermia Theory

Another idea is the Panspermia Theory. This theory says that life did not start on Earth at all. Instead, it suggests that life came from outer space! Tiny life forms or their building blocks could have traveled to Earth on comets or meteorites.

The Hydrothermal Vents Theory

The Hydrothermal Vents Theory is another interesting idea. It proposes that life started deep in the ocean. Here, hot water and chemicals from the Earth’s core mix with the cold ocean water. This could have created the right conditions for life to start.

These are just a few of the theories about how life started. Scientists are still searching for the best answer. They study the Earth, the stars, and even tiny microbes to learn more. It’s a big mystery, but every new piece of information helps us understand a little bit more about our amazing world.

500 Words Essay on Life Origin Theories

The mystery of life’s origin.

The question of how life began on Earth is a mystery that has puzzled scientists for centuries. Many theories have been proposed to explain this fascinating topic. Here, we will discuss some of the most popular theories about the origin of life.

The Primordial Soup Theory, also known as the Oparin-Haldane theory, is one of the oldest and most well-known theories about the origin of life. According to this theory, life began in the oceans of the early Earth around 3.8 billion years ago. These oceans were filled with a mixture of simple chemicals. Over time, with the help of energy from sunlight or lightning, these chemicals combined to form more complex molecules, which eventually led to the first living cells.

The Panspermia Theory suggests that life did not begin on Earth at all, but was brought here from somewhere else in the universe. This could have happened through a meteorite or a comet carrying simple life forms like bacteria or viruses, which then evolved into more complex life forms on Earth.

The Deep-Sea Vent Theory

The Deep-Sea Vent Theory proposes that life began in the deep sea, near hot vents on the ocean floor. These vents release chemicals and heat that could provide the right conditions for life to start. The theory suggests that simple chemicals near these vents could have combined to form complex molecules, leading to the first life forms.

The RNA World Hypothesis

The RNA World Hypothesis is a more recent theory about the origin of life. It suggests that the first life forms were made of RNA, a molecule similar to DNA. According to this theory, these RNA molecules could replicate themselves and evolve, eventually leading to more complex life forms.

While these theories provide fascinating insights into the possible origins of life, it’s important to remember that they are just theories. Scientists have not yet found definitive proof to support any one theory. The origin of life remains one of the greatest mysteries of science. The quest to understand our beginnings continues, as scientists explore new ideas and gather more evidence. This topic is a wonderful example of how science is always evolving, always questioning, and always seeking to understand the world around us.

In conclusion, the theories about the origin of life are as diverse as life itself. Each theory offers a unique perspective, showing us just how complex and fascinating the question of life’s origin truly is. Whether life began in a primordial soup, came from outer space, started in the deep sea, or was born from RNA, the quest to understand our beginnings is a journey that continues to captivate scientists and students alike.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

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Article contents

Life writing.

Craig Howes Craig Howes Department of English and Center for Biographical Research, University of Hawai'i at Mānoa
https://doi.org/10.1093/acrefore/9780190201098.013.1146
Published online: 27 October 2020

Since 1990, “life writing” has become a frequently used covering term for the familiar genres of biography, autobiography, memoir, diaries, letters, and many other forms of life narrative. Initially adopted as a critical intervention informed by post-structuralist, postmodernist, postcolonial, and especially feminist theory of the 1970s and 1980s, the term also refers to the study of life representation beyond the traditional literary and historical focus on verbal texts, encompassing not only other media—film, graphic narratives, online technologies, performance—but also research in other disciplines—psychology, anthropology, ethnic and Indigenous studies, political science, sociology, education, medicine, and any other field that records, observes, or evaluates lives.

While many critics and theorists still place their work within the realms of autobiography or biography, and others find life writing as a discipline either too ideologically driven, or still too confining conceptually, there is no question that life representation, primarily through narrative, is an important consideration for scholars engaged in virtually any field dealing with the nature and actions of human beings, or anything that lives.

autobiography
autofiction
life narrative

As Julie Rak noted in 2018 , Marlene Kadar’s essay “Coming to Terms: Life Writing—from Genre to Critical Practice,” although written in 1992 , still offers a useful account of life writing’s history as a term, and is still a timely reminder to examine constantly the often-buried theoretical assumptions defining and confining it. After noting that because “life writing” was in use before “biography” or “autobiography,” it “has always been the more inclusive term,” Kadar supplies a taxonomy in the form of a progressive history. Until the 1970s, “life writing” referred to “a particular branch of textual criticism” that subjected some biographies and autobiographies, and a scattering of letters and diaries, to the same literary-critical scrutiny commonly focused upon poetry, drama, or fiction. Kadar cites Donald J. Winslow’s Life-Writing as a locus for this understanding. 1 The problem lurking here is what Kadar elsewhere refers to as “the New Critical wolf”: theoretical assumptions that are “androcentric” and privilege notions of “objective truth and narrative regularity.” Clearly wanting to label this as residual, she turns to the then-current “more broadened version” of life writing. Its champions are primarily, though not exclusively, feminist literary critics devoted to “the proliferation, authorization, and recuperation” of autobiographical texts written by “literary,” but also “ordinary,” men and women. While the “ordinary” allows “personal narratives, oral narratives and life testimonies” and even “anthropological life histories” to enter the realm of life writing, this now-dominant understanding is nevertheless problematic, because it still tends to uncritically draw such binary distinctions as fiction/autobiography, literary/non-literary non-fiction, and even male/female. Heavily influenced by postmoderism, Kadar proposes a third, emergent vision of life writing that moves beyond a desire for fixity and canonization—“with laws and law-making”—by embracing a dynamic, constantly questioning methodology: “From Genre to Critical Practice.” 2

This approach gestures toward a focus upon intersectionality in “unofficial” writing—Kadar’s example is Frederick Douglass—and toward an expansive yet politically engaged life-writing practice that can “appreciate the canon, revise it where it sees fit, and forget it where it also sees fit.” 3 The same approach should be adopted toward such terms as “the autobiographical” or “life writing itself.” After describing life writing “as a continuum that spreads unevenly and in combined forms from the so-called least fictive narration to the most fictive,” she offers her own “working definition.” Life-writing texts “are written by an author who does not continuously write about someone else”—note how biography has at best been relegated to the fringes of the realm—and “who also does not pretend to be absent from the [black, brown, or white] text himself/herself.” Neither an archive nor a taxonomy of texts, life writing employs “an imperfect and always evolving hermeneutic,” where “classical, traditional, or postmodern” approaches coexist, rather than always being set against each other. 4

Kadar’s early-1990s assessment and prophecy will serve here as loose organizational principles for describing how the move “from Genre to Critical Practice” in the ensuing years has proved to be an astonishing, though contested, unfolding of life writing as a term encompassing more initiatives by diverse communities in many locations and media that even the far-sighted Marlene Kadar could have anticipated. Even so, her insistence that life-writing critics and theorists must continue to “resist and reverse the literary and political consequences” produced by impulses toward “ʻdepersonalization’ and unrelenting ʻabstraction’” still stands. 5

From Biography to Autobiography to Life Writing

Kadar’s support for life writing as the umbrella term came in the wake of an energetic focus on autobiography as the most critically and theoretically stimulating life-narrative genre. The academic journal Biography had begun appearing in 1978 , but for all its claims to be An Interdisciplinary Quarterly , it was assumed to be largely devoted to traditional biography criticism and theory. In 1980 , James Olney noted the “shift of attention from bios to autos —from the life to the self,” which he credited with “opening things up and turning them in a philosophical, psychological and literary direction.” 6 Biography scholars would have begged to differ. Discussions of psychology, with an emphasis on psychoanalysis, and of the aesthetics of literary biography, with special attention paid to affinities with the novel, had been part of biography’s critical and theoretical environment for a century. 7 Olney however was not just arguing for autobiography’s legitimacy, but for the primacy of autos within literature itself—a key claim of his landmark monograph Metaphors of Self . 8 Olney was a convener as well as a critic and theorist. Ricia Chansky identifies the “International Symposium on Autobiography and Autobiography Studies” Olney held in 1985 as “the moment when contemporary auto/biography studies emerged as a formal discipline within the academy”—not least because it led to the creation of a newsletter that soon became the journal a/b: Auto/Biography Studies . Although the slashes in the title—credited to Timothy Dow Adams—suggested that a/b would not privilege “self-life writing over life writing,” the variety and sheer number of critical and theoretical works devoted to autobiography in the ensuing years made it clear that for many, it was the more interesting genre. 9

Institutionalization and professional assertion soon followed. Sidonie Smith recalls “those heady days” of creating archives and bibliographies, but also of “writing against the grain, writing counterhistories, writing beyond conventional plots and tropes.” 10 As Olney had predicted, autobiography became a flash point for critical and theoretical writing in women’s studies—a trend heavily influencing Kadar’s thoughts on life writing, and canonized in Sidonie Smith and Julia Watson’s Women, Autobiography, Theory: A Reader , whose introduction is still the most detailed account of how women critics and theorists from the 1970s to the late 1990s drew upon the most compelling feminist, post-structuralist, cultural, and political writing in their encounters with autobiographical texts. 11

This interest in autobiography—with or without the slash—produced an entire generation of influential writers. Because of their general eminence, Paul de Man’s and Roland Barthes’s comments on and experiments with autobiography were closely examined, but other theorists made autobiography their central attention. 12 Philippe Lejeune’s profoundly influential essay “The Autobiographical Pact” complemented Olney’s book on metaphors of self, and so did Paul John Eakin’s volumes Fictions of Autobiography and Touching the World as arguments for the genre’s legitimacy within literary studies. 13 A host of important books, collections, and anthologies soon followed, many with a strongly feminist approach. Sidonie Smith’s A Poetics of Women’s Autobiography was an important intervention into literary aesthetics, and Smith and Watson’s edited collection De/Colonizing the Subject forged important links between autobiography and feminist and postcolonial theory. 14 Many other feminist critics and theorists in Europe and North America in the 1970s, 1980s, and 1990s directed their attention as writers and editors to autobiography, among them collection editors Shari Benstock and Bella Brodsky and Celeste Schenk; monograph writers Elizabeth Bruss, Leigh Gilmore, Caroline Heilbrun, Françoise Lionnet, Nancy K. Miller, and Liz Stanley; and essayists Susan Stanford Friedman and Mary G. Mason. Following in the tradition of Virginia Woolf’s A Room of One’s Own , other feminist literary and cultural historians sought out forgotten or yet-to-be-discovered women autobiographers—Patricia Meyer Spacks for the 18th century ; Mary Jean Corbett, Regenia Gagnier, Linda H. Peterson, and Valerie Sanders for the long 19th century ; Estelle C. Jelinek from the time of antiquity; and collection editor Domna C. Stanton from the medieval period to the 20th century . 15

Often viewed through the lens of literary and cultural theory, autobiography therefore became the most-discussed life-writing genre in the 1980s, and has largely remained so ever since. But from the time of Kadar’s Essays on Life Writing , the term “life writing” became increasingly employed as the umbrella term for representing the lives of others, or of one’s self. The key intervention here was Margaretta Jolly’s landmark two-volume Encyclopedia of Life Writing . Published in 2001 , the title term encompasses Autobiographical and Biographical Forms , and through her contributors, Jolly accounts in 1,090 large double-column pages not just for the genres that could be considered life writing, but for life-writing practices in a host of world regions and historical periods. She emphasizes her subject’s interdisciplinary nature. Although the “writing of lives is an ancient and ubiquitous practice,” and the term “life writing” can in England be traced back to the late 17th or early 18th century , it has only gained “wide academic acceptance since the 1980s.” While noting that “the study of autobiography is the most-long-standing and sophisticated branch of analysis in the field”—a claim that biography scholars would dispute, at least with regard to duration—Jolly grants Kadar’s wish to expand beyond the literary by including entries grounded in “anthropology, sociology, psychology, history, theology, cultural studies, and even the biological sciences,” and in forms of life narrative “outside of the written form, including testimony, artifacts, reminiscence, personal narrative, visual arts, photography, film, oral history, and so forth.” 16

The Encyclopedia also provides “international and historical perspective through accounts of life writing traditions and trends from around the world, from Classical times to the present,” and covers “popular and everyday genres and contexts—from celebrity and royal biography to working-class autobiography, letter writing, interviews, and gossip”—a continuation of work, epitomized by Smith and Watson’s Getting a Life , that pays close attention to how “ordinary” lives are produced in a variety of public and institutional settings. 17 Like Kadar, Jolly notes the “crucial influence” of “Women’s Studies, Cultural Studies, African-American, and Post-Colonial Studies” upon autobiography studies’ emergence in the 1980s, and she also observes that many contributors use the term “auto/biography” to point toward a more capacious sense of the field. But also like Kadar, in an “effort to balance the emphasis on autobiography,” Jolly chooses “life writing” as her preferred term, because it can more easily accommodate “many aspects of this wide-ranging field, not to mention regions of the world, where life-writing scholarship remains in its infancy, or has yet to emerge.” 18 This ambitious and expansive reference work anticipates most of the ensuing developments in life writing.

In the same year appeared the first edition of Smith and Watson’s Reading Autobiography . Although retaining autobiography as the covering term—describing it as “a particular generic practice” that “became definitive for life writing in the West”—they share Jolly’s commitment to generic, historic, and geographical inclusivity, and take a highly detailed approach to clarifying terminology. 19 Echoing Kadar, they note that autobiography “has been vigorously challenged in the wake of postmodern and postcolonial critiques of the Enlightenment subject”—an entity whose “politics is one of exclusion.” In response, they grant that “life writing” is a more expansive term, because it can refer to “writing that takes a life, one’s own or another’s, as its subject,” whether “biographical, novelistic, historical, or explicitly self-referential.” But, always sensitive to new developments and dimensions, Smith and Watson suggest that “life narrative” is even more capacious, because it refers to “autobiographical [and presumably biographical] acts of any sort.” 20 With the added perspective of nine years, and then eighteen years for their second edition, Smith and Watson update Kadar’s 1992 account of the profound impact that feminist, postmodernist, and postcolonial theory have had upon life writing—although they still direct readers to their own Women, Autobiography, Theory for a more detailed “overview of representative theories and work up to the late 1990s.” 21 Their main point is that the theoretical work Kadar called for has been taking place: “the challenges posed by postmodernism’s deconstruction of any solid ground of selfhood and truth outside of discourse,” when coupled with “postcolonial theory’s troubling of established hierarchies of authority, tradition, and influence,” led life-writing critics and theorists to examine “generic instability, regimes of truth telling, referentiality, relationality, and embodiment,” which not only undermined “the earlier critical period’s understanding of canonical autobiography” but also “expanded the range of life writing and the kinds of stories critics may engage in rethinking the field of life narrative.” 22

An efficient two-page synopsis identifies the specific theoretical stimuli for this critical scrutiny. Lacanian psychoanalysis undercut the notion of the autonomous self, replacing it with a “split subject always constituted in language.” Derridean différance offers the insight that in life writing, as in all writing, “meaning is always in process, continuously put off, or deferred.” With Jean François Lyotard, Jacques Derrida also deconstructs the supposed boundaries between Truth and fiction, actually set by supposed “ʻmaster’” narratives. Louis Althusser’s linking of socioeconomic relations to subjectivity offers life-writing scholars interpolation as a concept for understanding life-narrative construction. Michel Foucault’s claim that discourse is an exercise of power tied to the construction of identity is also formative, and so is Bakhtinian heteroglossia as the counter to the fantasy of the unitary “I.” Feminist theory directs life-writing scholars’ attention to the relationship between the political and the personal, to the “cultural inscription and practices of embodiment,” and to the dangers inherent in universalized notions of “woman.” Frantz Fanon’s work on the colonial gaze foregrounds domination’s and subordination’s roles in the constitution of subjectivity, which postcolonial, ethnic, and feminist theorists all see as crucial for recognizing the minoritizing of subjectivity, and then decolonizing such constructions. Gay and queer studies reveal the performative nature of subjectivity, and undermine binary models of gender and sexuality. Cultural studies’ interest in “popular, public, and everyday forms of textuality, including everyday practices of self-narrating in verbal, visual, and mixed modes,” extends the range of life narratives that can be examined, and neurological studies offer insight into the brain’s material effects on memory, and into trauma’s impact on perceived identity. 23

In “Expanding Autobiography Studies,” the final chapter of their two-part critical history of the field, Smith and Watson list the important critical and theoretical initiatives of previous decades. Performativity, positionality, and relationality are presented as “Useful Theoretical Concepts.” Judith Butler’s Gender Trouble and Bodies that Matter and Smith’s own Subjectivity, Identity, and the Body are cited as formative texts for recognizing that the self customarily thought of as “prior to the autobiographical expression or reflection is an effect of autobiographical storytelling.” 24 Paul John Eakin and Nancy K. Miller are credited with expanding the applicability of relationality beyond feminist theory and women’s autobiography and arriving at a virtually universal applicability for life writing. 25 The most important concept for contemporary life writing, however, is arguably positionality, because it helps critics and theorists evaluate how “culturally salient” subject positions, “always multiple and often contradictory,” find ways to tell their stories “at a particular historical moment.” Formed “at the intersections of multiple discursive trajectories,” certain life narratives insist on the significance of subjects who are dealing with “de/colonization, immigration, displacement, and exile.” Such narratives demand the critical use of such terms as “ hybrid, border, diasporic, mestiza, nomadic, migratory, minoritized ”; they also force theorists to consider the natures and purposes of Indigenous life writing. 26

Despite this emphasis on life writing as referential, registering changes in practice still tends to involve identifying and tracking what Smith and Watson call “Emergent Genres of Life Narrative.” 27 Their second edition ( 2010 ) foregrounds trauma narratives, disability life writing, and human rights narratives and testimonio ; life writing appearing from a much wider range of locations, organized under the title “Critical Geographies”; narratives that foreground developments in neuroscience, memory, and genetics; the myriad of life representations arising out of the turbulent realm of “Digitalized Forms and Identities”; the templates or familiar genres deployed for recording “Everyday Lives”; and, more generally, autocritical scholarship, which requires critics or theorists to position themselves in relation to the narratives they choose to record or study and, in some cases, to recognize the necessity of being a part or a member of the group or population whose life stories are at issue.

Smith and Watson end their anatomy and history of autobiography by noting that the many “contesting approaches” to life writing are also adding many formerly “marginal” forms to “the canon of autobiography.” In the 2010 edition, Appendix A offers definitions for “Sixty Genres of Life Narrative,” up from the fifty-two provided in the first edition. But Smith and Watson “conclude” that increases in the number of relevant texts and presenting media will lead to major shifts in critical and theoretical debates, even though at bottom, a life narrative is always “a rhetorical act embedded in the history of specific communities.” 28

Backlash, Boomlash, and Boom Echo

Raymond Williams and Marlene Kadar would both acknowledge that treating ideologies or forms of life writing as residual, dominant, or emergent, and therefore capable of being mapped onto a historical or progressive continuum, can neither assume the disappearance of earlier stages, nor prevent resurgences and unpredictable alliances. 29 Take for example the history of critical debates since the late 20th century about the relationship between biography and life writing. The focus on autobiography as the central concern for critics has often been explicit: Marlene Kadar’s 1992 provisional definition of life writing ruled out authors who “continuously write about someone else.” 30 In response, many biographers and some theorists have insisted on biography’s continuing significance, and even centrality. Everyone involved tends to agree that biography was once dominant, but is now either residual, or treated as such. But in the 21st century highly unlikely allies have been calling for a “Biographical Turn,” which for some means re-evaluating what it means to tell another’s life in different historical and cultural contexts, and for others actually means a “Return” to pre-eminence—emergent and residual, yet united in asserting biography’s value. 31

Insisting that biography’s strongest affinities lie with history, and not literature or cultural studies, Hans Renders has arguably been the most visible defender of biography against the onslaught of life writing, which he considers a “shift” into an “ideology” emerging from “comparative literature and gender and cultural studies.” According to Renders, life-writing critics and theorists present autobiographers, and sometimes themselves, as “victimized by social context” and therefore, in Michael Holroyd’s words, seeking “retrospective justice.” 32 The biographer or biography theorist respects the “scholarly imperative to analyze the world (including the past) as objectively as possible”—not “to correct injustice,” but to “understand it better.” Conversely, those who study life writing seem preoccupied with “battered and raped women,” “Mothering Narratives,” “ʻJewish Women and Comics,’” “homosexuals,” and self-proclaimed victims of “climate change” or “racism, and social exclusion.” 33 The emphasis on gender here can be read as a response to the profound impact of feminist theory on autobiography and life-writing studies, and the gestures to race and class as resistance to the tenor of emergent life-narrative scholarship.

What must also be accounted for is the sustained production of biography by trade and university publishers. Throughout the memoir boom that so many theorists, critics, and reviewers have declared, highly conventional single-volume biographies have appeared regularly, speaking to the continued public interest in what Hans Renders calls “the biographical tradition, based on individuals like Hitler or Einstein, but also less famous persons.” 34 The indisputable success of The Biographer’s Craft newsletter ( 2008 –) and the creation of the Biographers International Organization (BIO; 2010 –), with its hugely popular annual conferences, counter biography’s residual status in much life-writing criticism and theory with its continued prominence in the public sphere. And arguably, most BIO members prefer it that way. Like many poets, playwrights, and novelists, biographers are often wary of critics and theorists of literature, preferring at their conferences to discuss publishing possibilities, or to receive advice on research and writing, rather than engage in theoretical or critical analysis of biography as a genre. 35

But of course, life-writing scholars are also interested in production, with Julie Rak as the most prominent cultural historian and theorist who insists that publication and distribution are salient, and even essential, subjects of study. Although primarily concerned with autobiography, her 2013 book Boom! Manufacturing Memoir for the Popular Market focuses on books “written, published, sold in bookstores and circulated by public libraries for people like my grandmother.” Rak presents non-fiction “as part of a production cycle” of “commodities that are manufactured for a market by an industry,” paying close attention to the mechanics of publication, distribution, classification for purposes of sales, and advertising for books “produced by mainstream presses for large audiences”—a critical interest that she paved the way for by editing a special issue on popular auto/biography for the Canadian Review of American Studies . 36 The affordances and filters that particular models of production impose upon life narratives are technological correlatives to the ideologically informed reception that certain kinds of life writing and testimony encounter when they venture into the world. Most notably, in Tainted Witness , Leigh Gilmore evaluates how women’s life narratives arouse powerful, at times hysterical, and even violent constraints upon what they are allowed to say about life conditions, or about the actions of others—and especially powerful men. 37 Though genres and chosen media may range from published memoirs or testimonio , to congressional hearings, to court trials, to social media venues and campaigns, the dynamics are the same. Women’s life-writing narratives threaten to disrupt or damage a man’s supposed life script by adding to it details of abuse, or cruelty, or criminality. It would be hard to imagine a more vivid example of what Hans Renders objects to in life writing, but the social and political significance of such narratives also explains why they could never easily be relegated to a marginal subgenre of biography. In fact, the power dynamics in Renders’s paradigm between male-centered “objective” biography and female-produced “victim” life writing mirror those in the scenarios that Gilmore evaluates.

The rest of this article maps out the most notable developments in life-narrative scholarship since the late 20th century , drawing principally on the “Annual Bibliography of Works about Life Writing,” an annotated list of books, edited collections and special issues, individual articles, and dissertations that appears in Biography : An Interdisciplinary Quarterly . The sample contains roughly 21,000 entries; the discussion here will concentrate on books, edited collections, and special issues because they represent formidable and sustained studies of some aspect of the field, or point to a community of scholars engaged in similar work. While essentially tracing out Kadar’s three-stage progressive account of life writing, this article will also provide examples of critical and theoretical practice to elaborate on the expansions, revisions, departures, and interventions that the practice of life-writing and life-narrative scholarship has produced. The discussion concludes by identifying a few ideas that might offer new directions or understandings for those interested in how lives are represented.

Biography Studies Sustained—Residual as Dominant and Emergent

For a genre supposedly lapsing into subordinate status or irrelevance, biography continues to attract a great deal of critical and theoretical attention. Though usually retracing that familiar Western trajectory running from Rome through to contemporary trade publications, historical or thematic overviews, often written by well-known biographers, appear regularly. Some are reader-friendly primers, such as Nigel Hamilton’s Brief History , Hermione Lee’s Very Short Introduction , and Andrew Brown’s Brief History of Biography: From Plutarch to Celebs , all of which appeared in the early 21st century . More “weighty” accounts include Catherine N. Parke’s Biography: Writing Lives and Paula R. Backscheider’s Reflections , both published in the 1990s. 38 Before any of these histories, however, came Carl Rollyson’s Biography: An Annotated Bibliography ( 1992 ), which organized and annotated the critical literature in English. Arguably the most prolific writer on biography theory and criticism, Rollyson has published many biographies—political, literary, and cinematic—and several guides and essay collections about theory and practice. 39 Biography: A User’s Guide , for instance, discusses keywords alphabetically; Hans Renders and Nigel Hamilton adopt a similar format for The ABC of Modern Biography . 40 A popular sub-genre comprises books for would-be biographers written by famous practitioners. Extending back to Leon Edel, more recent examples include Michael Holroyd’s Works on Paper , Carl Rollyson’s Confessions of a Serial Biographer , and Nigel Hamilton’s How to Do Biography —a companion volume to his Brief History . 41

Literary lives appear prominently in all of these works, and many texts take them as their subject. John Batchelor’s The Art of Literary Biography and Warwick Gould and Thomas F. Staley’s Writing the Lives of Writers are edited collections arising out of conferences in the 1990s; more recently, Robert Dion and Frédéric Regard have edited Les nouvelles écritures biographiques , and Richard Bradford has overseen a substantial Companion to Literary Biography . 42 Individual monographs include Michael Benton’s Towards a Poetics of Literary Biography , and Rana Tekcan’s Too Far for Comfort . And even though she has reservations about focusing on female writers, Alison Booth’s How to Make It as a Woman is a detailed and insightful study of literary biography in the 19th and 20th centuries . 43

Despite literary biography’s apparently privileged status, historians have also explored biography’s significance to their field. Barbara Caine’s Biography and History was followed by two edited collections from the Netherlands: Hans Renders and Binne de Haan’s Theoretical Discussions of Biography ; and Renders, de Haan, and Jonne Harmsma’s The Biographical Turn . Both volumes argue for biography as a historical genre that does not share life writing’s preoccupations with race, class, and gender. That the distinction is significant is also suggested by the title of Tanya Evans and Robert Reynolds’s “Introduction to this Special Issue on Biography and Life-Writing” for disclosure . 44 German historians have also displayed a strong interest in biography, in edited clusters such as Atiba Pertilla’s and Uwe Spiekermann’s “The Challenge of Biography,” or Sarah Panter’s Mobility and Biography . 45

Monographs and collections have delineated specific periods and locations for study. Thomas Hägg’s The Art of Biography in Antiquity has some affinities with the Ashgate Research Companion to Byzantine Hagiography , edited by Stephanos Efthymiadis; with Sharpe and Zwicker’s edited collection on early modern England; and with Mombert and Rosellini’s edited volume Usages des vies . Juliette Atkinson’s Victorian Biography Reconsidered is an astute and suggestive study of England’s intense preoccupation with various forms of the genre. 46 And while such works tend to confine themselves to Western Europe—Great Britain, France, and Germany/Austria—or the United States, collections have focused on other regions, among them Eastern Europe and the Nordic countries. 47

Despite the longstanding suspicion of considering biography through the lens of contemporary theory, a substantial number of such works have appeared since c. 2005 , many from the Ludwig Boltzmann Institute for the History and Theory of Biography in Vienna. Wilhelm Hemecker, its director, has edited or co-edited several volumes; among them is the remarkable Theorie der Biographie , co-edited with Bernhard Fetz, which contains excerpts from famous authors and theorists with special relevance for biography—Samuel Johnson, Thomas Carlyle, William Dilthey, Sigfried Kracauer, Michel Foucault, the Vienna psychoanalysts—paired with commentaries by contemporary biography scholars. Fetz also edited Die Biographie—Zur Grundlegung ihrer Theorie , which appeared in 2009 . 48 More than a decade earlier, a similar overview was provided by Biographical Creation / La création biographique , an English/French volume edited by Marta Dvorak. 49 Monographs taking a sustained theoretical approach to biography are relatively rare. Two of the most notable are Susan Tridgell’s Understanding Our Selves and Caitríona Ní Dhúill’s Metabiography , an impressive overview by a scholar formerly at the Boltzmann Institute. 50

The subtitle of the journal Biography promises interdisciplinary scholarship. Thanks largely to Freud, psychoanalytic and psychological approaches to life narrative have appeared for over a century, with psychobiography emerging as a clearly delineated discipline. Alan C. Elms’s Uncovering Lives led the way, with William Todd Schultz’s Handbook of Psychobiography offering a synthesis of scholarly activity by such researchers as psychologist Dan P. McAdams, author of The Redemptive Self and many other studies of personality. 51 Other social sciences at times have taken their own biographical turn, among them both archaeology and anthropology. 52

Indigenous studies scholarship represents a significant emerging engagement. A special issue of Biography entitled “Indigenous Conversations about Biography” explores the genre’s value and dangers for researchers recovering or creating archives, histories, and life records. In The Power of the Steel-Tipped Pen , Noenoe K. Silva refers to her method of establishing critical and publishing genealogies for Hawaiians writing in Hawaiian in the 19th and early 20th centuries as bio-bibliography. Fine arts scholars are also assessing what biography contributes to their disciplines. Melanie Unseld’s Biographie und Musikgeschichte examines the genre’s usefulness for those interested in musical culture and historiography, and a Biography special issue entitled “Verse Biography” should not be immediately conflated with literary biography. Though the lives discussed are in verse, the subjects are not necessarily writers. 53

In their introduction to “Indigenous Conversations about Biography,” Alice Te Punga Somerville and Daniel Heath Justice note that even though the term “life writing” is common in academic circles, and even though the plan for the seminar for contributors held in Honolulu was to “unpack, repack, and throw out terms once we’re at the table,” they chose to stay with biography because it “is well-known in Indigenous circles,” concluding that “there is still life in this old term ʻbiography’ yet.” 54 The same can be said for the publishing world; in fact, “biographies” are regularly appearing for non-human subjects. Noted biographer and novelist Peter Ackroyd published London: The Biography in 2000 ; the “concise” version followed in 2012 . In Britain, biographies of the Ordnance Survey and the English Breakfast have also appeared. 55 Resisting relegation, biography can still raise and fulfill expectations of a chronological, substantial, and interesting narrative that deals with real subjects, human or otherwise—a good story, with the added virtue of being true.

Autobiography and Auto/Biography—Mapping Self-Representation

If autobiography studies began in the late 1970s, its institutionalization occurred in the mid- and late 1980s, and its later codification came with the journal a/b: Auto/Biography Studies and works such as Smith and Watson’s Reading Autobiography , the years since 1990 have also seen sustained efforts to define and further theorize the genre in ways that expand its range and history. Handbooks such as the two editions of Linda Anderson’s Autobiography and Laura Marcus’s Autobiography: A Very Short Introduction offer brief, engaging entries into the genre’s past and present. Other efforts to map out auto/biography as a generic marker and critical practice include The Routledge Auto/Biography Studies Reader , edited by Ricia Anne Chansky and Emily Hipchen. Much of the content first appeared in the pages of a/b: Auto/Biography Studies , which they co-edit. Ashley Barnwell and Kate Douglas’s co-edited Research Methodologies for Auto/Biography Studies provides an overview of work being conducted in the field as the 21st century enters its third decade, often with suggestions for future directions. 56

Volumes devoted to theory include Carole Allamand’s book about Philippe Lejeune’s great influence on “ l’autobiographie en théorie ” or Lia Nicole Brozgal’s Against Autobiography . Marlene Kadar’s emphasis on the postmodern is mirrored in edited collections by Ashley et al. and Couser and Fichtelberg, and in Gunnthórunn Gudmundsdóttir’s monograph Borderlines . 57 Other scholars turned their attention to the field’s historical and geographical reach. 58 In the United States, slave narratives have been a major subject for research. William L. Andrews’s To Tell a Free Story and Slavery and Class in the American South have been major contributions to this field. 59 If we add Rachel McLennan’s American Autobiography , the result is an emphatic rejection of Georges Gusdorf’s highly influential claim that autobiography was an 18th-century product of the Western European Enlightenment. 60

Over the course of his career, Paul John Eakin, one of the early champions of autobiographies as literary texts, has shifted his attention to autobiographies as foundational, even neurological, imperatives in all people. As the titles of How Our Lives Become Stories: Making Selves and Living Autobiographically: How We Create Identity in Narrative suggest, his close readings of published autobiographies are gestures toward identifying the structures and narratives of consciousness that constitute humans as humans. More philosophical in emphasis, Richard Freadman’s Threads of Life shares Eakin’s conviction that autobiography offers valuable information about human nature. 61 Autobiography has however attracted most critical and theoretical interest in the realm of the political, often with feminism as the starting point. Liz Stanley’s The Auto/Biographical I and Laura Marcus’s Auto/Biographical Discourses were influential British monographs; and Broughton and Anderson’s edited collection, Women’s Lives/Women’s Times , turned the tables by suggesting that autobiography could contribute to feminist theory, as well as the other way around. Many of these monographs and collections were powerfully shaped by work on the distinctiveness of women’s writing, most notably the autobiographical/theoretical texts of Hélène Cixous such as Rootprints , which emerged from her famous writings in the 1970s on l’écriture féminine . Noted memoirists such as Jill Ker Conway, in her When Memory Speaks , also evaluate how differently men and women understand and write about their lives. 62

Other scholars have worked to establish traditions of women’s self-representation, whether Florence S. Boos in Memoirs of Victorian Working-Class Women ; Laura Beard’s Acts of Narrative Resistance , which focuses on autobiographical writing in the Americas; or Marilyn Booth’s Journal of Women’s History special issue, “Women’s Autobiography in South Asia and the Middle East.” Some of the most visible theoretical works address the challenges of speaking out through autobiography against political or social repression. A 2008 special issue of Women’s Studies Quarterly was simply entitled “Witness.” Two of the best-known monographs are Gillian Whitlock’s Soft Weapons , which investigates the strategies Middle Eastern women employ to attract Western audiences in order to inform them about life during a time of forced globalization, emigration, and wars on terror; and Leigh Gilmore’s previously mentioned Tainted Witness , which looks at high-profile witnesses such as Anita Hill and Rigoberta Menchú to analyze the relationship between gender and credibility within patriarchal cultures. 63

Though strongly influenced by feminist theory, other critics and theorists extend their discussions of testimony out to a wide range of locations and chosen media. Cynthia Franklin and Laura E. Lyons co-edited “Personal Effects: The Testimonial Uses of Life Writing” as a special issue of Biography . The essays in Tracing the Autobiographical , edited by Marlene Kadar and colleagues, explore the interplay between genre, location, national politics, ethics, and life narrative. Although Leigh Gilmore entitled her 2000 monograph The Limits of Autobiography , subtitled Trauma, Testimony, Theory— and although a 2008 Southern Review special issue explores “The Limits of Testimony”—developments such as the Me Too movement suggest that personal witnessing by the abused or persecuted will continue to attract the attention of autobiography scholars. 64

A similar impulse accounts for the close attention being paid to autobiographical sub-genres. Prominent among these is memoir, which some would argue should become the covering term. G. Thomas Couser’s Memoir: An Introduction offers a concise yet rich overview of the form, with an emphasis on American memoir, while Ben Yagoda’s Memoir: A History provides a detailed account of the form’s fortunes over time. Both Couser and Yagoda move smoothly between “literary” examples and more commercial texts, acknowledging that popular publications of the 21st century are primarily responsible for many critics and reviewers declaring that we are living during a memoir “boom.” As with autobiography, however, some critics are hesitant to let this form of life writing refer to almost any mode of self-representation. A 2018 edited collection describes its task as Mediating Memory: Tracing the Limits of Memoir . 65

Autobiography scholars have also directed their attention to the less prestigious, and even unpublished sub-genres of written self-representation. Philippe Lejeune’s longstanding interest in personal journals has resulted in articles and books drawing their subjects from over four centuries and a variety of media—from manuscripts to computer screens. On Diary , a collection of English translations on the subject, is similar in its distillation of stimulating thought to On Autobiography , Lejeune’s landmark 1989 collection. The sheer number, variety, and importance of his publications confirm his status as a pre-eminent scholar of self-representation since the 1980s. In French, his work on diary is complemented by such works as Françoise Simonet-Tenant’s Le journal intime . In English, decades before On Diary appeared, Lejeune made an important contribution to Inscribing the Daily , edited by Suzanne L. Bunkers and Cynthia A. Huff. In that same collection, Helen Buss’s “A Feminist Revision of New Historicism to Give Fuller Readings of Women’s Private Writing” offers another example of how contemporary feminist theory engaged with other theoretical movements, and often did so by drawing upon autobiography as a source for hidden or “sub-literary” women’s texts. 66

Since c. 1990 , the auto- in auto/biography studies has largely set the agenda for theoretical and critical approaches to life writing; indeed, for many scholars, autobiography is all but synonymous with life narrative. But as Marlene Kadar noted in 1992 , the term “life writing” offers possibilities for study that autobiography cannot accommodate, or will even distort, as a survey of what has been pursued under the life banner makes all too clear. 67

Life Writing and Life Narrative—Emergence and Pervasion

In the years since Margaretta Jolly’s Encyclopedia of Life Writing appeared, many substantial works have addressed aspects and practices of life writing as an interdiscipline. Zachary Leader’s On Life-Writing is one of his many publications as a critic, theorist, and editor, and although literary biography is Richard Bradford’s primary interest, in his edited collection Life Writing: Essays on Autobiography, Biography and Literature , the term serves as a container for the more familiar designations. The title of Life Writing in the Long Run: A Smith & Watson Autobiography Studies Reader , a compendium of the most influential essays by two of autobiography’s most prolific and prominent critics, theorists, and editors, does something similar, and in fact many prominent a/b theorists have made the shift, at least in their titles, to a “life” designation. Liz Stanley’s 2013 edited collection is called Documents of Life Revisited , and the title of her 2010 guest-edited special issue of Life Writing is “In Dialogue: Life Writing and Narrative Inquiry.” Perhaps most significantly, almost twenty years after his landmark discussion of metaphors of self, James Olney, the acknowledged founder of autobiography studies, published Memory and Narrative: The Weave of Life-Writing . 68

The term increasingly appeared in publications about its fortunes in academia. When Miriam Fuchs and I edited a volume for the Modern Language Association’s Options for Teaching series, in the interests of full coverage, we entitled it Teaching Life Writing Texts . A decade later, Laurie McNeill and Kate Douglas’s a/b: Auto/Biography Studies special issue on pedagogy, and the resulting Routledge edited collection, were both called “Teaching Lives: Contemporary Pedagogies of Life Narratives.” For its two clusters on the subject, the European Journal of Life Writing took the same title as Fuchs and me, with the obvious addition “in Europe.” 69

As has been the case with both biography and autobiography, as part of its codification life writing has undergone a great deal of historical and regional analysis. Sometimes the results are interdisciplinary, such as Penny Summerfield’s Histories of the Self , but in the case of the multi-volume Oxford History of Life-Writing (Zachary Leader gen. ed.) the goal is to produce a comprehensive survey. The first two volumes, covering the Middle Ages and the early modern period respectively, appeared in 2018 . Other decidedly British, period-based publications include David Amigoni’s edited collection Life Writing and Victorian Culture , and Andrew Tate’s special issue of Nineteenth Century Contexts , “Victorian Life Writing.” 70 The historical focus extends to France and Germany in the Modern Language Studies special issue “Co-Constructed Selves: Nineteenth-Century Collaborative Life Writing.” Entirely European surveys include Écrire des vies: Espagne, France, Italie, XVIe–XVIIIe siècle, and German Life Writing in the Twentieth Century . 71

Continuing in the tradition of feminist critical interventions through autobiography, life writing has become a covering term for studies of women’s writing over the centuries and around the world. Some publications explicitly link theoretical positions to life writing; for instance, the Prose Studies special issue devoted to “Women’s Life Writing and Imagined Communities,” which puts Benedict Anderson’s brand of political science and cultural history into play. Other works employ life writing to map out genealogies of women authors and intellectuals. The edited collection Writing Medieval Women’s Lives reclaims a number of European subjects, and after writing Romancing the Self in Early Modern Englishwomen’s Life Writing , Julie Eckerle co-edited Women’s Life Writing and Early Modern Ireland with Naomi McAreavey. Reversing the pattern, Amy Culley followed up Women’s Life Writing, 1700–1850 , a collection co-edited with Daniel Cook, with a monograph entitled British Women’s Life Writing, 1760–1840 . 72 Susan Civale’s Romantic Women’s Life Writing covers much of the British nineteenth century , as does “Silence in the Archives: Censorship and Suppression in Women’s Life Writing,” a special issue of 19: Interdisciplinary Studies in the Long Nineteenth Century . Another co-edited collection, Women’s Life Writing and the Practice of Reading , ranges from slave narratives to Virginia Woolf. Finally, in Love and Struggle: Letters in Contemporary Feminism , Margaretta Jolly argues for the enduring power of written correspondence, whether on paper or as e-mail. 73

Delineations of criticism and theory from specific regions have adopted life writing as an organizing principle. “African American Life Writing” is the title of an a/b: Auto/Biography Studies special issue; other volumes dealing with North American subjects include Viola Amato’s Shifts in the Representation of Intersex Lives in North American Literature and Popular Culture , and Katherine Adams’s monograph Owning Up . 74 Ongoing work on European life writing has resulted in several survey collections. Life Writing Matters in Europe , paradoxically published in the Winter-Verlag American Studies series, is one of the more expansive volumes, but the region examined can be more specific, as in Simona Mitroiu’s Life Writing and Politics of Memory in Eastern Europe , or the European Journal of Life Writing ’s cluster “Life Writing Trajectories in Post- 1989 Eastern Europe”—despite the fact that “Eastern Europe” is a highly contested term. 75 A life-narrative focus can also govern work on non-European and non-North American regions, whether Africa, Australia, the Pacific, or South East Asia. 76 As for India, South Asia: Journal of South Asian Studies has featured a cluster entitled “Narratives of Transformation: Religious Conversion and Indian Traditions of Life Writing,” and Biography ’s 2017 special issue, “Caste and Life Narratives,” has been republished in India as an edited collection. An especially ambitious effort at global reach is Locating Life Stories: Beyond East-West Binaries in (Auto)Biographical Studies , which features essays about Malaysia, Indonesia, South Africa, Great Britain, Hawaiʻi, Iraq, Australia, India, and China as part of its effort to interrogate the dominance of Euro-American theoretical paradigms. 77

A number of prominent scholars have devoted books to decolonial, postcolonial, and diasporic life writing. Bart Moore-Gilbert’s Postcolonial Life-Writing presented itself as “the first critical assessment” of such texts in English. Philip Holden’s Autobiography and Decolonization casts a wide net in its analysis of life writing by Asian and African leaders of countries emerging from imperial occupation, and Gillian Whitlock’s Postcolonial Life Narratives surveys 18th- to 21st-century works by Indigenous and settler life writers on at least four continents. Edited collections include the 2013 special issue of Life Writing entitled “Women’s Life Writing and Diaspora,” and the books Ethnic Life Writing and Histories and Transculturing Auto/Biography . 78

Life writing has become a common component across disciplinary fields. “The Work of Life Writing,” an a/b: Auto/Biography Studies special issue, features articles grounded in family dynamics, working-class autobiography, ethnography, ecological studies, philosophy, medicine, political and social commentary, and institutional investigations. Paul John Eakin’s edited collection The Ethics of Life Writing foregrounds the relationship between ethics and aesthetics, but also explores testimonio , race, disclosure, and life writing as an agent of harm. David Parker’s The Self in Moral Space examines life writing as a site for ethical analysis. Life Writing has published a special issue entitled “Philosophy and Life Writing,” and Concentric: Literary and Cultural Studies one called “Life Writing as Empathy.” On a more discursive note, Joan Ramon Resina’s edited collection Inscribed Identities focuses on language as constitutive of the subject. 79

Vulnerability and precarity are central concerns for many life-writing sub-genres. Since the late 20th century , G. Thomas Couser has been the most prominent scholar exploring the relationship between life narrative and disability in his monographs and edited and co-edited collections. 80 Trauma in its various forms has been an important concern for life-writing scholars. Suzette A. Henke’s Shattered Subjects was one of the first publications to address profound physical and psychological upheavals, experienced personally or collectively. Susanna Egan’s Mirror Talk examines how crisis leads to cultural expression in media ranging from film to hybrid literary forms, and from quilting to comics. Miriam Fuchs’s The Text Is Myself explores the different forms life writing can take in response to historical, political, and personal assault. Gillian Whitlock and Kate Douglas’s co-edited Trauma Texts began as a special issue of Life Writing entitled “Trauma in the Twenty-First Century”; another edited collection in this field is Haunted Narratives: Life Writing in an Age of Trauma . 81 Meg Jensen’s The Art and Science of Trauma and the Autobiographical discusses prison poems, testimonio , war memorials, and other sites of commemoration as “complex interrogative negotiations of trauma and its aftermath.” Life writing and medicine has been attracting increasing attention. Mita Banerjee’s Medical Humanities in American Studies is a representative example. 82

Trauma can also be collective and global, and life writing often proves to be a crucial factor in judgment and restitution. Kay Schaffer and Sidonie Smith’s Human Rights and Narrated Lives explores how personal narratives often serve as the chosen response to national violence and deliberate crimes against humanity. Meg Jensen and Margaretta Jolly’s edited collection We Shall Bear Witness , and Katja Kurz’s monograph Narrating Contested Lives , both of which appeared in 2014 , also discuss life writing in the context of human rights. Testimony against institutional abuse is the subject of Melissa Dearey’s Radicalization , and social movements such as Me Too and Black Lives Matter foreground life narrative as a strategy for opposing oppression and violence carried out by state agents and those invested in economic, political, or cultural dominance. Brittney Cooper and Treva B. Lindsey’s co-edited special issue of Biography , “M4BL and the Critical Matter of Black Lives,” combines theory and personal testimony in an innovative manner. 83

Are Life Narratives always Life Writing?

Many critical and theoretical works of the 21st century seem to leave the writing behind—a major reason life narrative is increasingly chosen as the covering term. While Marianne Hirsch’s Family Frames is one of the most important books on life writing for many reasons, her attention to the power of images on the understanding of the past, extending even to Art Spiegelman’s graphic memoir Maus , has been profoundly influential. By calling attention to the frequent disjunctions between text and photographs, Timothy Dow Adams’s Light Writing & Life Writing is also a transitional text of sorts, anticipating the emergence of comics and other visual and verbal hybrids as major sites for examining life representation. 84 “Autographics,” a Biography special issue co-edited by Gillian Whitlock and Anna Poletti, is one of many collections and monographs that explore how life narratives are embodied in comic and other graphic forms. Hillary Chute, a prolific editor, interviewer, archivist, critic, and theorist of comics, has published two monographs that document the intersections of comics, life writing, feminism, and history: Graphic Women and Disaster Drawn . 85 Michael A. Chaney’s Reading Lessons in Seeing , and his edited collection Graphic Subjects , are substantial contributions to theorizing the interplay between life writing and comics. Elisabeth El Refaie’s Autobiographical Comics is another extended study, and Candida Rifkind and Linda Warley’s co-edited collection Canadian Graphic is devoted to a single country’s comics life-writing production. 86

Critical and theoretical work on other hybrid genres includes Anna Poletti’s Intimate Ephemera , Ellen Gruber Garvey’s Writing with Scissors , and Hertha D. Sweet Wong’s Picturing Identity , which discusses forms ranging from book art to comics to sketch illustrations to geographic installations. Almost any life-writing analysis must now engage with the pervasiveness of visual representation, which can be recognized as having been an important component for many centuries as well. For instance, the texts examined in Leigh Gilmore and Elizabeth Marshall’s Witnessing Girlhood , a study of testimonial traditions that draws together gender, youth, and race, range from slave narratives and testimonio to comics and picture books. 87

Responding to the proliferation of critical and theoretical engagements across genres, media, and disciplines, in a special issue of Life Writing , and a subsequent book, co-editors David McCooey and Maria Takolander ask what “the limits of life writing,” if any, might be. Gillian Whitlock and G. Thomas Couser implicitly ask the same question in their co-edited Biography special issue entitled “(Post)Human Lives”; and in another Biography special issue, “Life Writing and Corporate Personhood,” co-editors Purnima Bose and Laura E. Lyons's examine how analogies to human life narratives pervade institutional and business self-promotion. Grounding lives in natural environments is the organizing principle for Alfred Hornung and Zhao Baisheng’s co-edited collection Ecology and Life Writing . 88 Just as trade publishers are labeling engaging narratives about anything from God to salt as biographies, so the critical concept of life writing is being stretched to contain virtually anything that presents or mimics a human story.

In terms of critical and theoretical attention, however, no medium for life narratives has been more immediately recognized in its emergence, or more closely examined, than what a pair of Biography special issues have identified as “Online Lives” and “Online Lives 2.0.” Anna Poletti and Julie Rak address the same phenomenon in their edited collection Identity Technologies: Constructing the Self Online . 89 The prevalence, and even dominance, of life narratives in online environments has caused critics and theorists to recalibrate their work to account for this migration and mediation. This is especially true for studies of young life writers. The title of Emma Maguire’s book Girls, Autobiography, Media: Gender and Self-Mediation in Digital Economies takes for granted that the narratives to be discussed will be online, and Kate Douglas and Anna Poletti’s Life Narratives and Youth Culture ranges from more traditional memoirs, letters, and diaries to social media. 90

Moving beyond the exclusively written has also revivified a longstanding awareness of biography as performance. Popular from film’s earliest days, the biopic has attracted substantial critical and theoretical attention. George Custen’s pathbreaking volume Bio/Pics: How Hollywood Constructed Public History was published in 1992 , and a Biography special issue entitled “The Biopic,” edited by Glenn Man, appeared in 2000 . Originally a special issue of a/b: Auto/Biography Studies , William H. Epstein and R. Barton Palmer’s co-edited Invented Lives, Imagined Communities dwells on the history and the cultural shaping force of film biographies. While providing a historical overview, Dennis Bingham’s massive Whose Lives Are They Anyway? focuses on post-World War II films, with a particular emphasis on biopics with women subjects. Tom Brown and Belén Vidal’s co-edited collection The Biopic in Contemporary Film Culture takes on a similar subject. 91 Biopic critics’ interest in actors and impersonation links their work to life-writing studies of performance. Ryan Claycomb’s Lives in Play argues that since the 1970s, life narratives have been central to the construction and performance of feminist theater. A special issue of LiNQ: Connected Writing and Scholarship entitled “Performing Lives” focuses upon the literal and metaphorical aspects of performance resulting from life writing’s migration “into other media including film, television, online, theatre, and the gallery.” Other scholars are studying those figures whose performance of their public identities led to great and enduring notoriety or acclaim. Clara Tuite’s Lord Byron and Scandalous Celebrity subordinates the events of Byron’s life to a study of the fascination he aroused, and continued to arouse, in the public. Daniel Herwitz discusses celebrity in The Star as Icon , and Katja Lee and Lorraine York tackle a similar subject in their co-edited collection Celebrity Cultures in Canada , though they restrict their stargazing to a single country. 92 Fan studies are an integral part of popular-culture scholarship, employing a vocabulary awash in terms such as idols, icons, influencers, and “reality” stars.

The quotation marks around “reality” point to a critical commonplace about life writing—that as acts of representation, such texts necessarily employ fictional materials and constructs. The veracity claims of life-writing texts, captured in a term like non-fiction, are always under scrutiny, and sometimes considered subordinate to concerns with aesthetics or craft—a belief expressed in the term “creative non-fiction.” Efforts to blur or eliminate the borders between fiction and non-fiction are often motivated by a desire to absorb life narratives back into the domain of literature, and principally prose fiction, where the commitment to art may require writers to remake historical fact or the contents of memory in response to the demands of form and aesthetics. Although Serge Doubrovsky is credited with coining the term “autofiction” in the 1970s to describe his own work, many critical and theoretical monographs treat this process as their principal concern, among them Max Saunders’s Self-Impression , and Gunnthórunn Gudmundsdóttir’s Representations of Forgetting in Life Writing and Fiction . Edited collections also address the significance of these generic boundaries. Chief among these is Martina Wagner-Egelhaaf’s three-volume Handbook of Autobiogography/Autofiction . In Life Writing and Literary Métissage as an Ethos of Our Times, Erika Hasebe-Ludt, Cynthia M. Chambers, and Carl Leggo suggest that the interplay between personal histories and aesthetics has a profound moral component, while the title Experiments in Life-Writing: Intersections of Auto/Biography and Fiction suggests where that volume’s editors consider the most interesting of those experiments to occur. A related juxtaposition appears in the title of Jean-Louis Jeannelle and Catherine Viollet’s co-edited volume Genèse et autofiction , and the title of Helena Grice’s Asian American Fiction, History, and Life Writing lays out a continuum of sorts. 93

The greatest champion for biofiction as a sub-discipline is critic and theorist Michael Lackey, who has written, edited, or co-edited numerous books and collections. 94 It is fair to say that those interested in biofiction are primarily concerned with how the historical is drawn into the literary, and that the resulting sub-genre’s appeal is not its historical veracity, but its enlistment of history and biography in the cause of literary aesthetics. One parallel but distinctly different area of interest regards the hoax life narrative. Susanna Egan’s Burdens of Proof evaluates a number of texts produced through literary imposture, and Nancy K. Miller’s “The Entangled Self” is an astute and suggestive discussion of the issue. 95

The discussion has travelled full circle—from a virtual abandonment of the desire to see life writing as literature, or even necessarily verbal, with a corresponding emphasis on the cultural, political, visual, or virtual, to a reassertion of literature, and more specifically prose fiction, as setting the highest and most appropriate standards for writers of historically and biographically informed creative prose. The journey itself, however, suggests just how capacious the term “life writing” has become.

Future Thoughts—Life, Biobits, and the Environment

Marlene Kadar argued in 1992 that life writing had to extend itself beyond genre to critical practice. 96 In the intervening years, the number of genres and sub-genres, the amount of critical and theoretical attention, and the variety of practices undertaken have increased at an accelerating rate. It seems appropriate to close with some observations about how rethinking certain components of life writing as understood, theorized, and practiced might lead to new directions and widened perspectives. Those components are the fundamental ones—“life” and “writing/narrative.” Lauren Berlant offers insights into the first, and Marlene Kadar the second. With Kadar again providing the enabling metaphor, the discussion will finally turn to what should be the next theoretical transition for life writing—from practice to environment.

After being invited to witness “Life Writing and Intimate Publics,” the 2010 International Auto/Biography Association conference held in Sussex, United Kingdom, Lauren Berlant was asked her opinion about how the participants had dealt not only with her famous term, but also with life writing, the organization’s reason for being. Berlant confessed she was “worried about the presumed self-evident value of bionarrative”:

I kept asking people to interrogate how the story of having a “life” itself coasts on a normative notion of human biocontinuity: what does it mean to have a life, is it always to add up to something? . . . To my ear, the genre of the “life” is a most destructive conventionalized form of normativity: when norms feel like laws, they constitute a sociology of the rules for belonging and intelligibility whose narrowness threatens people’s capacity to invent ways to attach to the world. 97

Berlant’s comment is very helpful, because it prompts us to look seriously at the “bio” of autobiography and biography, and at the “life” of life writing. She suggests locales where this interrogation is already underway:

Queer, socialist/anti-capitalist, and feminist work have all been about multiplying the ways we know that people have lived and can live, so that it would be possible to take up any number of positions during and in life in order to have “a life.” 98

Such work has expanded the range and value of life writing as a practice; an even stronger commitment to determining what is meant by “a life” can only lead to new possibilities for socially and politically engaged scholarship.

But Berlant is suspicious of “writing” as well, and not because the attention of so much scholarship has been redirected to graphic narratives, or online. Her concern about the “self-evident value of bionarrative” also suggests that replacing “life writing” with “life narrative” as the covering term might still set an uninterrogated limit on what we should be examining. Entertaining the possibility of “a biography of gesture, of interruption,” Berlant asks rhetorically “Shouldn’t life writing be a primary laboratory for theorizing ʻthe event’?” 99 Marlene Kadar argues that such theoretical practice is already happening. In her essay “The Devouring: Traces of Roma in the Holocaust,” she campaigns for including “the fragment and trace as member-genres in the taxonomy of auto/biographical practices” outlined in such theoretical works as her own “(flawed) 1992 definition of life-writing texts.” 100 Drawing upon Blanchot’s sense of the fragment as “an unfinished separation that is always reaching out for further interpretation,” Kadar suggests that when confronted with the near-erasure of all evidence that a life was ever lived, we can register affect even when lacking narrative. Any surviving evidence of a life can potentially express “more than what happened,” and anything that “helps us to understand what the particular event means to the subject, can be read as autobiographical.” Whether a song, a tattoo, an anecdote, or a name on a list, in its evocative yet resisting brevity, the fragment speaks of a life without providing even the outline of a realized narrative—“what it felt like, not exactly what it was like.” 101 Kadar therefore sets forth “the fragment and trace as genres that both contribute to our previous theorizations” of autobiography and life narrative, but “also as necessarily unfinished genres that call out to us to attempt to finish them”—often with important critical and political results. 102 One might add that, in discursive terms, the fragment or trace can be thought of as analogous to the morpheme—they are the smallest units recognizable as evidence of a life. With an embedded reference to virtual and online representation, these fragments and traces might be termed “biobits.”

The biobit would represent the micro limit of life writing theory; drawing upon but extending Kadar once more, one can suggest what the macro might be. In “Whose Life Is It Anyway? Out of the Bathtub and into the Narrative,” Kadar insists on the need to “theorize a new genre that still goes beyond and yet includes the old word [autobiography], the old gender, and the old style,” but will also “name what is now.” But this new genre must differ markedly from our common understanding, because “like water,” which “assumes the shape of the vessel” containing it, the nature of the contents of this new genre will not be determined or defined by the container. The “essence” of genre “can never really be captured.” 103 To elaborate on this thought, Kadar turns to a novel by Gail Scott. While most of the main character’s life takes place in a bathtub, we know that at some point she will have to leave it—a move that will carry her “Out of the Bathtub and into Narrative.” Life writing, then, is best thought of not as a container, a genre, or a practice, but to the greatest extent possible, as a component of uncontained water: an ocean, an environment in which micro biomass—biobits—coexists with the largest, most familiar, most coherent examples—the biographies and autobiographies, the autoethnographies and the biopics, the online presences and the comics. Though all are in some way engaged in and linked through bio-representation, only some are implicated in writing, or even in narrative.

If viewed in this way, all of life writing’s inherited genres and sub-genres remain useful and productive methods for describing, comparing, and acting. But it must always be remembered that neither genre nor practice is sufficient as a ground or container for theorizing what may still be called life writing or life narrative, but could perhaps be more accurately referred to as signs of life.

1. See Julie Rak, “Marlene Kadar’s Life Writing: Feminist Theory outside the Lines,” a/b: Auto/Biography Studies 33, no. 3 (2018): 541–549 ; Marlene Kadar, “Coming to Terms: Life Writing—From Genre to Critical Practice,” in Essays on Life Writing , ed. Marlene Kadar (Toronto: University of Toronto Press, 1992 ), 3–16, quotation at 4; and Donald J. Winslow, Life-Writing: A Glossary of Terms in Biography, Autobiography, and Related Forms , Biography Monographs (Honolulu: University of Hawaiʻi Press, 1980 ). Winslow’s book first appeared as Donald J. Winslow, “Glossary of Terms in Life Writing,” pts. 1 and 2, Biography: An Interdisciplinary Quarterly 1, no. 1 (1978): 61–78; and 1, no. 2 (1978): 61–85.

2. For the phrase “the New Critical wolf,” see Marlene Kadar, “Whose Life Is It Anyway? Out of the Bathtub and into the Narrative,” in Kadar, Essays on Life Writing , 152–161, at 154. For the other quotations, see Kadar, “Coming to Terms,” 4–6.

3. Kadar, “Coming to Terms,” 9.

4. Kadar, “Coming to Terms,” 10.

5. Kadar “Coming to Terms,” 12. Kadar notes that her argument here is informed by pp. 162–165 of Elizabeth Fox-Genovese, “To Write My Self: The Autobiographies of Afro-American Women,” in Feminist Issues in Literature Scholarship , ed. Shari Benstock (Bloomington: Indiana University Press, 1987 ), 161–180.

6. James Olney, “Autobiography and the Cultural Moment: A Thematic, Historical, and Bibliographical Introduction,” in Autobiography: Essays Theoretical and Critical , ed. James Olney (Princeton, NJ: Princeton University Press, 1980 ), 3–27.

7. For a sampling of such texts, see Lytton Strachey, Eminent Victorians , reprinted ed. (London: Penguin, 1990 ; 1st ed. 1918); Harold Nicolson, The Development of English Biography (London: Hogarth Press, 1928 ); Leon Edel, Writing Lives: Principia Biographica (New York: Norton, 1987 ); and Ira Bruce Nadel, Biography: Fiction, Fact and Form (New York: St. Martin’s Press, 1984 ). For a post-structuralist approach to biography, see William H. Epstein, ed., Contesting the Subject: Essays in the Postmodern Theory and Practice of Biography and Biographical Criticism (West Lafayette, IN: Purdue University Press, 1991 ).

8. James Olney, Metaphors of Self: The Meaning of Autobiography (Princeton, NJ: Princeton University Press, 1972 ).

9. Ricia Anne Chansky, “General Introduction,” in The Routledge Auto/Biography Studies Reader , eds. Ricia Anne Chansky and Emily Hipchen (London and New York: Routledge, 2016 ), xx–xxii, quotations at xx and xxi.

10. Sidonie Smith, “Foreword,” in Chansky and Hipchen, The Routledge Auto/Biography Studies Reader , xvii–xix, at xviii.

11. Sidonie Smith and Julia Watson, Women, Autobiography, Theory: A Reader (Madison: University of Wisconsin Press, 1998 ).

12. See, for example, Paul de Man, “Autobiography as De-Facement,” Modern Language Notes 94, no. 5 (1979) : 919–930; and Roland Barthes, Roland Barthes by Roland Barthes , trans. Richard Howard (New York: Hill and Wang, 1977 ).

13. Philippe Lejeune, “The Autobiographical Pact,” in On Autobiography , by Philippe Lejeune, trans. Katherine Leary, with a foreword by Paul John Eakin (Minneapolis: University of Minnesota Press, 1989), 3–30 (the essay was originally published in French in 1977); Paul John Eakin, Fictions of Autobiography: Studies in the Art of Self-Invention (Princeton, NJ: Princeton University Press, 1985) ; and Paul John Eakin, Touching the World: Reference in Autobiography (Ithaca, NY: Princeton University Press, 1992) .

14. Sidonie Smith, A Poetics of Women’s Autobiography: Marginality and the Fictions of Self-Representation (Bloomington: Indiana University Press, 1987) ; and Sidonie Smith and Julia Watson, eds., De/Colonizing the Subject: The Politics of Gender in Women’s Autobiography (Minneapolis: University of Minnesota Press, 1992) .

15. For works by the authors and editors mentioned in this paragraph, see the “Further Reading” section.

16. Margaretta Jolly, ed., Encyclopedia of Life Writing: Autobiographical and Biographical Forms , 2 vols. (London: Fitzroy Dearborn, 2001) , quotations at ix and x.

17. Jolly, Encyclopedia , ix, x; and Sidonie Smith and Julia Watson, eds., Getting a Life: Everyday Uses of Autobiography (Minneapolis: University of Minnesota Press, 1996) .

18. Jolly, Encyclopedia , ix, x.

19. Sidonie Smith and Julia Watson, Reading Autobiography: A Guide for Interpreting Life Narratives , 2nd ed. (Minneapolis: University of Minnesota Press, 2010) , 2. The first edition was published in 2001; for convenience this article quotes from the second edition.

20. Smith and Watson, Reading Autobiography , 3, 4.

21. Smith and Watson, Reading Autobiography , 211, citing Smith and Watson, Women, Autobiography, Theory .

22. Smith and Watson, Reading Autobiography , 211.

23. Smith and Watson, Reading Autobiography , 204–205.

24. Smith and Watson, Reading Autobiography , 214. The works they mention are: Judith Butler, Gender Trouble: Feminism and the Subversion of Identity (London and New York: Routledge, 1990) ; Judith Butler, Bodies that Matter: On the Discursive Limits of “Sex” (London and New York: Routledge, 1993) ; and Sidonie Smith, Subjectivity, Identity, and the Body: Women’s Autobiographical Practices in the Twentieth Century (Bloomington: Indiana University Press, 1993) .

25. Smith and Watson, Reading Autobiography , 216. They cite John Paul Eakin, How Our Lives Become Stories: Making Selves (Ithaca, NY: Cornell University Press, 1999) ; and Nancy K. Miller, “Representing Others: Gender and the Subjects of Autobiography,” Differences 6, no. 1 (1994) : 1–27.

26. Smith and Watson, Reading Autobiography , 215.

27. Smith and Watson, Reading Autobiography , 218.

28. Smith and Watson, Reading Autobiography , 234. Their Appendix A is at 253–286.

29. Raymond Williams, Marxism and Literature (Oxford: Oxford University Press, 1977) , pp. 121–126. There isn’t a citation for Kadar—that’s me saying she would agree with Williams on this. The Williams distinction is a commonplace by now.

30. Kadar, “Coming to Terms,” 10.

31. I have written at some length about this in relation to Renders and De Haan and the Biographers International Organization, with particular attention paid to Biography: An Interdisciplinary Quarterly , which I co-edit; the University of Hawaiʻi at Mānoa’s Center for Biographical Research, which I direct; and the International Auto/Biography Association-Listserv, which I manage. See Craig Howes, “What Are We Turning From? Research and Ideology in Biography and Life Writing,” in The Biographical Turn: Lives in History , eds. Hans Renders, Binne de Haan, and Jonne Harmsma (London and New York: Routledge, 2016) , 165–175.

32. Hans Renders, “Biography in Academia and the Critical Frontier in Life Writing,” in Theoretical Discussions of Biography: Approaches from History, Microhistory, and Life Writing , eds. Hans Renders and Binne de Haan (Leiden: Brill, 2013) , 169–176, at 169. Michael Holroyd, “Changing fashions in biography,” The Guardian , 6 November 2009 .

33. Renders, “Biography in Academia,” 172.

34. Renders, “Biography in Academia,” 172.

35. For a more detailed account of this suspicion, see Craig Howes, “Ethics and Literary Biography,” in A Companion to Literary Biography , ed. Richard Bradford (Chichester: Wiley Blackwell, 2018) , 123–142. It should be noted that while they may share an aversion to criticism and theory, if anything, literary artists often have a greater contempt for biographers.

36. Julie Rak, Boom! Manufacturing Memoir for the Popular Market (Waterloo, Canada: Wilfrid Laurier University Press, 2013) , quotations at 4 and 3; and Julie Rak, ed., “Pop Life,” special issue, Canadian Review of American Studies 38, no. 3 (2008) .

37. Leigh Gilmore, Tainted Witness: Why We Doubt What Women Say About Their Lives (New York: Columbia University Press, 2017) .

38. Nigel Hamilton, Biography: A Brief History (Cambridge, MA: Harvard University Press, 2007) ; Hermione Lee, Biography: A Very Short Introduction (Oxford: Oxford University Press, 2009) ; Andrew Brown, A Brief History of Biographies: From Plutarch to Celebs (London: Hesperus, 2011) ; Catherine N. Parke, Biography: Writing Lives; Themes and Genres . Twayne's Studies in Literary Themes and Genres (London and New York: Routledge, 1996) ; and Paula R. Backscheider, Reflections on Biography (Oxford: Oxford University Press, 1999) .

39. Carl Rollyson, Biography: An Annotated Bibliography (Pasadena, CA: Salem, 1992) . Among Rollyson’s many other works are: Carl Rollyson, Reading Biography (Lincoln, NE: iUniverse, 2004) ; Carl Rollyson, A Higher Form of Cannibalism? Adventures in the Art and Politics of Biography (Chicago: Ivan R. Dee, 2005) ; and Carl Rollyson, Confessions of a Serial Biographer (Jefferson NC: McFarland, 2016) .

40. Carl Rollyson, Biography: A User’s Guide (Chicago: Ivan R. Dee, 2008) ; and Nigel Hamilton and Hans Renders, The ABC of Modern Biography (Amsterdam: Amsterdam University Press, 2018) .

41. Edel, Writing Lives ; Michael Holroyd, Works on Paper: The Craft of Biography and Autobiography (Berkeley: Counterpoint, 2002) ; Rollyson, Confessions ; Nigel Hamilton, How To Do Biography: A Primer (Cambridge, MA: Harvard University Press, 2008) ; and Hamilton, Biography .

42. John Batchelor, ed., The Art of Literary Biography (Oxford: Clarendon, 1995) ; Warwick Gould and Thomas F. Staley, eds., Writing the Lives of Writers (London: Palgrave Macmillan, 1998) ; Robert Dion and Frédéric Regard, eds., Les nouvelles écritures biographiques (Lyon: ENS Éditions, 2013) ; and Richard Bradford, ed., A Companion to Literary Biography (Chichester: Wiley Blackwell, 2019) . My essay “Ethics and Literary Biography” appears in Bradford’s collection.

43. Michael Benton, Towards a Poetics of Literary Biography (London: Palgrave Macmillan, 2015) ; Rana Tekcan, Too Far for Comfort: A Study on Biographical Distance (Stuttgart: Ibidem, 2015) ; and Alison Booth, How to Make It as a Woman: Collective Biographical History from Victoria to the Present (Chicago: University of Chicago Press, 2004) . She mentions her reservations at 130.

44. Barbara Caine, Biography and History (London: Palgrave Macmillan, 2010) ; Hans Renders and Binne de Haan, eds., Theoretical Discussions of Biography: Approaches from History, Microhistory, and Life Writing (Leiden: Brill, 2013) ; Renders, de Haan, and Harmsma, The Biographical Turn ; and Tanya Evans and Robert Reynolds, “Introduction to this Special Issue on Biography and Life-Writing,” disclosure 21 (2012) : 1–8.

45. Atiba Pertilla and Uwe Spiekermann, eds., “Forum: The Challenge of Biography,” special section, Bulletin of the German Historical Institute 55 (2014) ; and Sarah Panter, ed., Mobility and Biography , Jahrbuch für Europäische Geschichte / European History Yearbook 16 (Berlin: De Gruyter, 2015) .

46. Tomas Hägg, The Art of Biography in Antiquity (Cambridge: Cambridge University Press, 2012) ; Stephanos Efthymiadis, ed., The Ashgate Research Companion to Byzantine Hagiography , vol. 2, Genres and Contexts (Farnham, Surrey: Ashgate, 2014) ; Kevin Sharpe and Steven N. Zwicker, eds., Writing Lives: Biography and Textuality, Identity and Representation in Early Modern England (Oxford: Oxford University Press, 2009) ; Sarah Mombert and Michèle Rosellini, eds., Usages des vies: Le biographique hier et aujourd’hui (XVIIe–XXIe siècle) (Toulouse: Presses Universitaires du Mirail, 2012) ; and Juliette Atkinson, Victorian Biography Reconsidered: A Study of Nineteenth-Century “Hidden” Lives (Oxford: Oxford University Press, 2010) .

47. Examples of such work include: Robin Humphrey, Robert Miller, and Elena Zdravomyslova, eds., Biographical Research in Eastern Europe: Altered Lives and Broken Biographies (Farnham, Surrey: Ashgate, 2003) ; Erla Hulda Halldórsdóttir et al., eds., Biography, Gender and History: Nordic Perspectives (Turku: K&H, 2017) ; and Maarit Leskelä-Kärki, Toisten elämät: Kirjoituksia elämäkerroista (Avain, 2017) .

48. Wilhelm Hemecker, ed., Die Biographie—Beiträge zu ihrer Geschichte (Berlin: De Gruyter, 2009) ; Wilhelm Hemecker and Edward Saunders, eds., with Gregor Schima, Biography in Theory: Key Texts with Commentaries (Berlin: De Gruyter, 2018) ; Bernhard Fetz and Wilhelm Hemecker, eds., Theorie der Biographie: Grundlagentexte und Kommentar (Berlin: De Gruyter, 2011) ; and Bernhard Fetz, ed., Die Biographie—Zur Grundlegung ihrer Theorie (Berlin: De Gruyter, 2009) . All these except the Hemecker and Saunders volume were published by De Gruyter on behalf of the Ludwig Boltzmann Institute.

49. Marta Dvorak, ed., Biographical Creation / La création biographique (Rennes: Presses Universitaires Rennes, 1997) .

50. Susan Tridgell, Understanding Our Selves: The Dangerous Art of Biography (New York: Peter Lang, 2004) ; and Caitríona Ní Dhúill, Metabiography: Reflecting on Biography , Palgrave Studies in Life Writing (London: Palgrave, 2020) .

51. Alan C. Elms, Uncovering Lives: The Uneasy Alliance of Biography and Psychology (Oxford: Oxford University Press, 1994) ; William Todd Schultz, ed., Handbook of Psychobiography (Oxford: Oxford University Press, 2005) ; and Dan P. McAdams, The Redemptive Self: Stories Americans Live By (Oxford: Oxford University Press, 2005) .

52. See, for example, Carolyn L. White, ed., The Materiality of Individuality: Archaeological Studies of Individual Lives (New York: Springer, 2009) ; Ann L. W. Stodder and Ann M. Palkovich, eds., The Bioarchaeology of Individuals (Gainesville: University Press of Florida, 2012) ; Michaela Köttig et al., eds., “Biography and Ethnicity,” special issue, Forum: Qualitative Social Research 10, no. 3 (2009) ; and Sophie Day Carsten and Charles Stafford, eds., “Reason and Passion: The Parallel Worlds of Ethnography and Biography,” special issue, Social Anthropology 26, no. 1 (2018) : 5–14.

53. Alice Te Punga Somerville, Daniel Heath Justice, and Noelani Arista, eds., “Indigenous Conversations about Biography,” special issue, Biography: An Interdisciplinary Quarterly 39, no. 3 (2016) : 239–247; Noenoe K. Silva, The Power of the Steel-Tipped Pen: Reconstructing Native Hawaiian Intellectual History (Durham, NC: Duke University Press, 2017) ; Melanie Unseld, Biographie und Musikgeschichte: Wandlungen biographischer Konzepte in Musikkultur und Musikhistoriographie (Cologne: Böhlau, 2014) ; and Anna Jackson, ed., “The Verse Biography,” special issue, Biography: An Interdisciplinary Quarterly 39, no. 1 (Winter 2016) .

54. Alice Te Punga Somerville and Daniel Heath Justice, “Introduction: Indigenous Conversations about Biography,” Biography: An Interdisciplinary Quarterly 39, no. 3 (2016) : 239–247, at 243.

55. Peter Ackroyd, London: The Biography (London: Chatto and Windus, 2000) ; Peter Ackroyd, London: The Concise Biography (London: Vintage, 2012) ; Rachel Hewitt, Map of a Nation: A Biography of the Ordnance Survey (London: Granta, 2011) ; and Kaori O’Connor, The English Breakfast: The Biography of a National Meal, with Recipes , rev. ed. (London: Bloomsbury, 2013) .

56. Linda Anderson, Autobiography , 2nd ed. (London and New York: Routledge, 2010 ; 1st ed. 2001); Laura Marcus, Autobiography: A Very Short Introduction (Oxford: Oxford University Press, 2018) ; Chansky and Hipchen, The Routledge Auto/Biography Studies Reader ; and Kate Douglas and Ashley Barnwell, eds., Research Methodologies for Auto/Biography Studies (London: Routledge, 2019) .

57. Carole Allamand, Le “Pacte” de Philippe Lejeune; ou, L’autobiographie en théorie (Paris: Honoré Champion, 2018) ; Lia Nicole Brozgal, Against Autobiography: Albert Memmi and the Production of Theory (Lincoln: University of Nebraska Press, 2018) ; Kathleen Ashley, et al., eds., Autobiography and Postmodernism (Amherst: University of Massachusetts Press, 1995) ; G. Thomas Couser and Joseph Fichtelberg, eds., True Relations: Essays on Autobiography and the Postmodern (Westport, CN: Greenwood, 1998) ; and Gunnthórunn Gudmundsdóttir, Borderlines: Autobiography and Fiction in Postmodern Life Writing (Amsterdam: Rodopi, 2003) .

58. For examples of such historical and geographical investigations, see Carsten Heinze and Alfred Hornung, eds., Medialisierungsformen des (Auto-) Biografischen (Konstanz: UVK, 2013) ; Ronald Bedford, Lloyd Davis, and Philippa Kelly, eds., Early Modern Autobiography: Theories, Genres, Practices (Ann Arbor: University of Michigan Press, 2006) ; Ronald Bedford, Lloyd Davis, and Philippa Kelly, Early Modern English Lives: Autobiography and Self-Representation, 1500–1660 (Farnham, Surrey: Ashgate, 2007) ; and Arianne Baggerman, Rudolf Dekker, and Michael Mascuch, eds., Controlling Time and Shaping the Self: Developments in Autobiographical Writing since the Sixteenth Century (Leiden: Brill, 2011) .

59. William L. Andrews, To Tell a Free Story: The First Century of African-American Autobiography, 1760–1865 (Urbana: University of Illinois Press, 1986); and William L. Andrews, Slavery and Class in the American South: A Generation of Slave Narrative Testimony , 1840–1865 (Oxford: Oxford University Press, 2019) .

60. Rachel McLennan, American Autobiography (Edinburgh: Edinburgh University Press, 2012) . Georges Gusdorf “Conditions and Limits of Autobiography,” pp. 28–48.

61. Eakin, How Our Lives Become Stories ; Paul John Eakin, Living Autobiographically: How We Create Identity in Narrative (Ithaca, NY: Cornell University Press, 2008) ; and Richard Freadman, Threads of Life: Autobiography and the Will (Chicago: University of Chicago Press, 2001) .

62. Liz Stanley, The Auto/Biographical I: The Theory and Practice of Feminist Auto/Biography (Manchester: Manchester University Press, 1992) ; Laura Marcus, Auto/Biographical Discourses: Theory, Criticism, Practice (Manchester: Manchester University Press, 1994) ; Trev Broughton and Linda Anderson, eds., Women’s Lives/Women’s Times: New Essays on Auto/Biography (New York: SUNY Press, 1997) ; Hélène Cixous and Mireille Calle-Gruber, Rootprints: Memory and Life-Writing , trans. Eric Prenowitz (London and New York: Routledge, 1997) ; and Jill Ker Conway, When Memory Speaks: Reflections on Autobiography (New York: Knopf, 1998) .

63. Florence S. Boos, Memoirs of Victorian Working-Class Women: The Hard Way Up , Palgrave Studies in Life Writing (London: Palgrave Macmillan, 2017) ; Laura J. Beard, Acts of Narrative Resistance: Women’s Autobiographical Writings in the Americas (Charlottesville: University of Virginia Press, 2009) ; Marilyn Booth, ed., “Women’s Autobiography in South Asia and the Middle East,” special issue, Journal of Women’s History 25, no. 2 (2013) ; Kathryn Abrams and Irene Kacandes, eds., “Witness,” special issue, Women’s Studies Quarterly 36, nos. 1–2 (2008) : 13–27; Gillian Whitlock, Soft Weapons: Autobiography in Transit (Chicago: University of Chicago Press, 2007) ; and Gilmore, Tainted Witness .

64. Cynthia Franklin and Laura E. Lyons, eds., “Personal Effects: The Testimonial Uses of Life Writing,” special issue, Biography: An Interdisciplinary Quarterly 27, no. 1 (2004) ; Marlene Kadar et al., eds., Tracing the Autobiographical (Waterloo, Canada: Wilfrid Laurier University Press, 2005) ; Leigh Gilmore, The Limits of Autobiography: Trauma, Testimony, Theory (Ithaca, NY: Cornell University Press, 2000) ; and Paul Atkinson and Anna Poletti, eds., “The Limits of Testimony,” special issue, Southern Review: Communication, Politics & Culture 40, no. 3 (2008) .

65. G. Thomas Couser, Memoir: An Introduction (Oxford: Oxford University Press, 2012) ; Ben Yagoda, Memoir: A History (New York: Riverhead Penguin, 2009) ; and Bunty Avieson, Fiona Giles, and Sue Joseph, eds., Mediating Memory: Tracing the Limits of Memoir (London and New York: Routledge, 2018) .

66. Philippe Lejeune, On Diary , trans. Kathy Durnin, ed. Jeremy D. Popkin and Julie Rak (Honolulu: University of Hawai‘i Press, 2009) ; Lejeune, On Autobiography ; Françoise Simonet-Tenant, Le journal intime: Genre littéraire et écriture ordinaire (Paris: Téraèdre, 2004) ; and Suzanne L. Bunkers and Cynthia A. Huff, eds., Inscribing the Daily: Critical Essays on Women’s Diaries (Amherst: University of Massachusetts Press, 1996) .

67. Kadar, “Coming to Terms.”

68. Zachary Leader, ed., On Life-Writing (Oxford: Oxford University Press, 2015) ; Richard Bradford, ed., Life Writing: Essays on Autobiography, Biography and Literature (London: Palgrave Macmillan, 2009) ; Sidonie Smith and Julia Watson, Life Writing in the Long Run: A Smith & Watson Autobiography Studies Reader (Ann Arbor: Maize Books, 2017) ; Liz Stanley, ed., Documents of Life Revisited: Narrative and Biographical Methodology for a 21st Century Critical Humanism (Farnham, Surrey: Ashgate, 2013) ; Liz Stanley, ed., “In Dialogue: Life Writing and Narrative Inquiry,” special issue, Life Writing 7, no. 1 (2010) : 1–3; and James Olney, Memory and Narrative: The Weave of Life-Writing (Chicago: University of Chicago Press, 1999) .

69. Miriam Fuchs and Craig Howes, eds., Teaching Life Writing Texts , Options for Teaching (New York: Modern Language Association, 2008) ; Laurie McNeill and Kate Douglas, eds., “Teaching Lives: Contemporary Pedagogies of Life Narratives,” special issue, a/b: Auto/Biography Studies 32, no. 1 (2016) ; Laurie McNeill and Kate Douglas, eds., Teaching Lives: Contemporary Pedagogies of Life Narratives (London and New York: Routledge, 2018 ); Dennis Kersten and Anne Marie Mreijen, eds., “Teaching Life Writing Texts in Europe,” special section, European Journal of Life Writing 4 (2015) ; and Dennis Kersten, Anne Marie Mreijen, and Yvonne Delhey, eds., “Teaching Life Writing Texts in Europe, Part II,” special section, European Journal of Life Writing 7 (2018) .

70. Penny Summerfield, Histories of the Self: Personal Narratives and Historical Practice (London and New York: Routledge, 2018) ; Karen A. Winstead, The Oxford History of Life-Writing , vol. 1, The Middle Ages (Oxford: Oxford University Press, 2018) ; Alan Stewart, The Oxford History of Life-Writing , vol. 2, Early Modern (Oxford: Oxford University Press, 2018) ; David Amigoni, ed., Life Writing and Victorian Culture (Farnham, Surrey: Ashgate, 2006) ; Andrew Tate, ed., “Victorian Life Writing,” special issue, Nineteenth-Century Contexts 28, no. 1 (2006) : 1–3; and Lynn M. Linder, ed., “Co-Constructed Selves: Nineteenth-Century Collaborative Life Writing,” special issue, Modern Language Studies 52, no. 2 (2016) : 121–129.

71. Danielle Boillet, Marie-Madeleine Fragonard, and Hélène Tropé, eds., Écrire des vies: Espagne, France, Italie, XVIe–XVIIIe siècle (Paris: Sorbonne Nouvelle, 2012) ; and Birgit Dahlke, Dennis Tate, and Roger Woods, eds., German Life Writing in the Twentieth Century (Rochester, NY: Camden House, 2010) .

72. Cynthia Huff, ed., “Women’s Life Writing and Imagined Communities,” special issue, Prose Studies 26, nos. 1–2 (2003) ; Charlotte Newman Goldy and Amy Livingstone, eds., Writing Medieval Women’s Lives (London: Palgrave Macmillan, 2012 ); Julie A. Eckerle, Romancing the Self in Early Modern Englishwomen’s Life Writing (Farnham, Surrey: Ashgate, 2013) ; Julie A. Eckerle and Naomi McAreavey, eds., Women’s Life Writing and Early Modern Ireland , Women and Gender in the Early Modern World (Lincoln: University of Nebraska Press, 2019) ; Daniel Cook and Amy Culley, eds., Women’s Life Writing , 1700–1850: Gender, Genre and Authorship (London: Palgrave Macmillan, 2012) ; and Amy Culley, British Women’s Life Writing , 1760–1840: Friendship, Community, and Collaboration (London: Palgrave Macmillan, 2014) .

73. Susan Civale, Romantic Women’s Life Writing: Reputation and Afterlife (Manchester: Manchester University Press, 2019) ; Alexis Wolf, “Introduction: Reading Silence in the Long Nineteenth-Century Women’s Life Writing Archive,” 19: Interdisciplinary Studies in the Long Nineteenth Century 27 (2018) : unpaginated; Valérie Baisnée-Keay et al., eds., Women’s Life Writing and the Practice of Reading: She Reads to Write Herself , Palgrave Studies in Life Writing (London: Palgrave Macmillan, 2018) ; and Margaretta Jolly, In Love and Struggle: Letters in Contemporary Feminism (New York: Columbia University Press, 2008) .

74. Eric D. Lamore, ed., “African American Life Writing,” special issue, a/b: Auto/Biography Studies 27, no. 1 (2012) ; Viola Amato, Intersex Narratives: Shifts in the Representation of Intersex Lives in North American Literature and Popular Culture (Bielefeld: Transcript Verlag, 2016) ; and Katherine Adams, Owning Up: Privacy, Property, and Belonging in U.S. Women’s Life Writing (Oxford: Oxford University Press, 2009) .

75. Marijke Huisman et al., eds., Life Writing Matters in Europe , American Studies Monograph 217 (Heidelberg: Universitätsverlag Winter, 2012) ; Simona Mitroiu, ed., Life Writing and Politics of Memory in Eastern Europe (London: Palgrave Macmillan, 2015) ; and Iona Luca and Leena Kurvet-Käosaar, eds., “Life Writing Trajectories in Post-1989 Eastern Europe,” special section, European Journal of Life Writing 2 (2013) : T1–9.

76. Oliver Nyambi, Life-Writing from the Margins in Zimbabwe: Versions and Subversions of Crisis (London and New York: Routledge, 2019) ; David McCooey, Artful Histories: Modern Australian Autobiography (Cambridge: Cambridge University Press, 1996) ; Jack Bowers, Strangers at Home: Place, Belonging, and Australian Life Writing (Amherst, NY: Cambria, 2016) ; Brij V. Lal and Peter Hempenstall, eds., Pacific Lives, Pacific Places: Bursting Boundaries in Pacific History (Canberra: Journal of Pacific History, 2001) ; Jack Corbett and Brij V. Lal, eds., Political Life Writing in the Pacific: Reflections on Practice (Canberra: Australian National University Press, 2015) ; and Roxanna Waterson, ed., Southeast Asian Lives: Personal Narratives and Historical Experience (Athens: Ohio University Press, 2007) .

77. Hephzibah Israel and John Zavos, “Narratives of Transformation: Religious Conversion and Indian Traditions of ‘Life Writing,’” South Asia: Journal of South Asian Studies 41, no. 2 (2018) : 352–365; S. Shankar and Charu Gupta, “Caste and Life Narratives,” special issue, Biography: An Interdisciplinary Quarterly 40, no. 1 (2017) ; and Maureen Perkins, ed., Locating Life Stories: Beyond East-West Binaries in (Auto)Biographical Studies (Honolulu: University of Hawaiʻi Press, 2012) . My own essay on Martin Amis appears in this last collection.

78. Bart Moore-Gilbert, Postcolonial Life-Writing: Culture, Politics, and Self-Representation (London and New York: Routledge, 2009) ; Philip Holden, Autobiography and Decolonization: Modernity, Masculinity, and the Nation-State (Madison: University of Wisconsin Press, 2008) ; Gillian Whitlock, Postcolonial Life Narratives: Testimonial Transactions (Oxford: Oxford University Press, 2015) ; Suzanne Scafe and Jenni Ramone, eds., “Women’s Life Writing and Diaspora,” special issue, Life Writing 10, no. 1 (2013) : 1–3; Rocío G. Davis, Jaume Aurell, and Ana Beatriz Delgado, eds., Ethnic Life Writing and Histories: Genres, Performance, and Culture (Münster: LIT Verlag, 2007) ; and Rosalia Baena, ed., Transculturing Auto/Biography: Forms of Life Writing (London and New York: Routledge, 2007) .

79. Clare Brant and Max Saunders, eds., “The Work of Life Writing,” special issue, a/b: Auto/Biography Studies 25, no. 2 (2010) ; Paul John Eakin, ed., The Ethics of Life Writing (Ithaca, NY: Cornell University Press, 2004) ; David Parker, The Self in Moral Space: Life Narrative and the Good (Ithaca, NY: Cornell University Press, 2007) ; D. L. LeMahieu and Christopher Cowley, eds., “Philosophy and Life Writing,” special issue, Life Writing 15, no. 3 (2018) : 301–303; Rocío G. Davis, ed., “Life Writing as Empathy,” special issue, Concentric: Literary and Cultural Studies 42, no. 2 (2016) ; and Joan Ramon Resina, ed., Inscribed Identities: Life Writing as Self-Realization (London and New York: Routledge, 2019) .

80. G. Thomas Couser, Recovering Bodies: Illness, Disability, and Life Writing (Madison: University of Wisconsin Press, 1997) ; G. Thomas Couser, Vulnerable Subjects: Ethics and Life Writing (Ithaca, NY: Cornell University Press, 2003) ; G. Thomas Couser, Signifying Bodies: Disability in Contemporary Life Writing (Ann Arbor: University of Michigan Press, 2009) ; G. Thomas Couser, ed., “Disability and Life Writing,” special issue, Journal of Literary and Cultural Disability Studies 5, no. 3 (2011) ; G. Thomas Couser, ed., Body Language: Narrating Illness and Disability (London and New York: Routledge, 2019) ; and G. Thomas Couser and Susannah Mintz, eds., Disability Experiences: Memoirs, Autobiographies, and Other Personal Narratives , 2 vols. (Detroit: St. James Press, 2019) .

81. Suzette A. Henke, Shattered Subjects: Trauma and Testimony in Women’s Life-Writing (New York: St. Martin’s Press, 1998) ; Susanna Egan, Mirror Talk: Genres of Crisis in Contemporary Autobiography (Chapel Hill: University of North Carolina Press, 1999) ; Miriam Fuchs, The Text is Myself: Women’s Life Writing and Catastrophe (Madison: University of Wisconsin Press, 2004) ; Gilian Whitlock and Kate Douglas, eds., Trauma Texts (London and New York: Routledge, 2015) , first published as “Trauma in the Twenty-First Century,” Life Writing 5, no. 1 (2008); and Gabriele Rippl et al., eds., Haunted Narratives: Life Writing in an Age of Trauma (Toronto: University of Toronto Press, 2013) .

82. Meg Jensen, The Art and Science of Trauma and the Autobiographical: Negotiated Truths , Palgrave Studies in Life Writing (London: Palgrave, 2019) , quotation at 8; and Mita Banerjee, Medical Humanities in American Studies: Life Writing, Narrative Medicine, and the Power of Autobiography , American Studies Series 292 (Heidelberg: Universitätsverlag Winter, 2018) .

83. Kay Schaffer and Sidonie Smith, Human Rights and Narrated Lives: The Ethics of Recognition (London: Palgrave, 2004) ; Meg Jensen and Margaretta Jolly, eds., We Shall Bear Witness: Life Narratives and Human Rights (Madison: University of Wisconsin Press, 2014) ; Katja Kurz, Narrating Contested Lives: The Aesthetics of Life Writing in Human Rights Campaigns (Heidelberg: Universitätsverlag Winter, 2014) ; Melissa Dearey, Radicalization: The Life Writings of Political Prisoners (London and New York: Routledge, 2010) ; and Brittney Cooper and Treva B. Lindsey, eds., “M4BL and the Critical Matter of Black Lives,” special issue, Biography: An Interdisciplinary Quarterly 41, no. 4 (2018) : 731–740.

84. Marianne Hirsch, Family Frames: Photography, and Postmemory (Cambridge, MA: Harvard University Press, 1997) ; and Timonthy Dow Adams, Light Writing & Life Writing: Photography in Autobiography (Chapel Hill: University of North Carolina Press, 1999) .

85. Gillian Whitlock and Anna Poletti, eds., “Autographics,” special issue, Biography: An Interdisciplinary Quarterly 31, no. 1 (2008) ; Hillary L. Chute, Graphic Women: Life Narrative and Contemporary Comics (New York: Columbia University Press, 2010) ; and Hillary L. Chute, Disaster Drawn: Visual Witness, Comics, and Documentary Form (Cambridge MA.: Belknap Press of Harvard University Press, 2016) .

86. Michael A. Chaney, Reading Lessons in Seeing: Mirrors, Masks, and Mazes in the Autobiographical Graphic Novel (Jackson: University of Mississippi Press, 2017) ; Michael A. Chaney, ed., Graphic Subjects: Critical Essays on Autobiography and Graphic Novels (Madison: University of Wisconsin Press, 2011) ; Elisabeth El Refaie, Autobiographical Comics: Life Writing in Pictures (Jackson: University Press of Mississippi, 2012) ; and Candida Rifkind and Linda Warley, eds., Canadian Graphic: Picturing Life Narratives (Waterloo, Canada: Wilfrid Laurier University Press, 2016) .

87. Anna Poletti, Intimate Ephemera: Reading Young Lives in Australian Zine Culture (Melbourne: Melbourne University Press, 2008) ; Ellen Gruber Garvey, Writing with Scissors: American Scrapbooks from the Civil War to the Harlem Renaissance (Oxford: Oxford University Press, 2012) ; Hertha D. Sweet Wong, Picturing Identity: Contemporary American Autobiography in Image and Text (Chapel Hill: University of North Carolina Press, 2018) ; and Leigh Gilmore and Elizabeth Marshall, Witnessing Girlhood: Toward an Intersectional Tradition of Life Writing (New York: Fordham University Press, 2019) .

88. David McCooey and Maria Takolander, eds., “The Limits of Life Writing,” special issue, Life Writing 14, no. 3 (2017) ; David McCooey and Maria Takolander, eds., The Limits of Life Writing (London and New York: Routledge, 2018) ; Gillian Whitlock and G. Thomas Couser, eds., “(Post)Human Lives,” special issue, Biography: An Interdisciplinary Quarterly 35, no. 1 (2012) ; Purnima Bose and Laura E. Lyons, eds., “Life Writing and Corporate Personhood,” special issue, Biography: An Interdisciplinary Quarterly 37, no. 1 (2014) ; and Alfred Hornung and Zhao Baisheng, eds., Ecology and Life Writing (Heidelberg: Universitätsverlag Winter, 2013) .

89. John Zuern, ed., “Online Lives,” special issue, Biography: An Interdisciplinary Quarterly 26, no. 1 (2003) ; Laurie McNeill and John Zuern, eds., “Online Lives 2.0,” special issue, Biography: An Interdisciplinary Quarterly 38, no. 2 (2015) ; and Anna Poletti and Julie Rak, eds., Identity Technologies: Constructing the Self Online (Madison: University of Wisonsin Press, 2014) .

90. Emma Maguire, Girls, Autobiography, Media: Gender and Self-Mediation in Digital Economies , Palgrave Studies in Life Writing (London: Palgrave, 2018) ; and Kate Douglas and Anna Poletti, Life Narratives and Youth Culture: Representation, Agency and Participation (London: Palgrave Macmillan, 2016) .

91. George F. Custen, Bio/Pics: How Hollywood Constructed Public History (New Brunswick, NJ: Rutgers University Press, 1992) ; Glenn Man, ed., “The Biopic,” special issue, Biography: An Interdisciplinary Quarterly 23, no. 1 (2000) ; William H. Epstein and R. Barton Palmer, eds., Invented Lives, Imagined Communities: The Biopic and American National Identity (New York: SUNY Press, 2016) ; Dennis Bingham, Whose Lives Are They Anyway? The Biopic as Contemporary Film Genre (New Brunswick, NJ: Rutgers University Press, 2010) ; and Tom Brown and Belén Vidal, eds., The Biopic in Contemporary Film Culture , AFI Film Readers (London and New York: Routledge, 2014) .

92. Ryan Claycomb, Lives in Play: Autobiography and Biography on the Feminist Stage (Ann Arbor: University of Michigan Press, 2012) ; Victoria Kuttainen and Lindsay Simpson, eds., “Performing Lives,” special issue, LiNQ: Connected Writing and Scholarship 39, no. 1 (2012) , quotation from the editors’ “Introduction: Performing Lives,” 11–14, at 11; Clara Tuite, Lord Byron and Scandalous Celebrity (Cambridge: Cambridge University Press, 2014) ; Daniel Herwitz, The Star as Icon: Celebrity in the Age of Mass Consumption (New York: Columbia University Press, 2016) ; and Katja Lee and Lorraine York, eds., Celebrity Cultures in Canada (Waterloo, Canada: Wilfrid Laurier University Press, 2016) .

93. Max Saunders, Self-Impression: Life-Writing, Autobiografiction, and the Forms of Modern Literature (Oxford: Oxford University Press, 2010) ; Gunnthórunn Gudmundsdóttir, Representations of Forgetting in Life Writing and Fiction (London: Palgrave Macmillan, 2016) ; Martina Wagner-Egelhaaf, Handbook of Autobiography/Autofiction , 3 vols. (Berlin: De Gruyter, 2019) ; Erika Hasebe-Ludt, Cynthia M. Chambers, and Carl Leggo, Life Writing and Literary Métissage as an Ethos of Our Times (New York: Peter Lang, 2009) ; Lucia Boldrini and Julia Novak, eds., Experiments in Life-Writing: Intersections of Auto/Biography and Fiction , Palgrave Studies in Life Writing (London: Palgrave Macmillan, 2018) ; Jean-Louis Jeannelle and Catherine Viollet, eds., Genèse et autofiction (Paris: Academia-Bruylant, 2007) ; and Helena Grice, Asian American Fiction, History, and Life Writing: International Encounters (London and New York: Routledge, 2009) .

94. Michael Lackey, The American Biographical Novel (London: Bloomsbury, 2016) ; Michael Lackey, Truthful Fictions: Conversations with American Biographical Novelists (London: Bloomsbury, 2015) ; Michael Lackey, Conversations with Biographical Novelists: Truthful Fictions across the Globe (London: Bloomsbury, 2018) ; Michael Lackey, Biographical Fiction: A Reader (London: Bloomsbury, 2017) ; Michael Lackey, Biofictional Histories, Mutations, and Forms (London and New York: Routledge, 2016) ; and Michael Lackey, ed., “Biofictions,” special issue, a/b: Auto/Biography Studies 31, no. 1 (2016) .

95. Susanna Egan, Burdens of Proof: Faith, Doubt, and Identity (Waterloo, Canada: Wilfrid Laurier University Press, 2011) ; and Nancy K. Miller, “The Entangled Self: Genre Bondage in the Age of the Memoir,” PMLA 122, no. 2 (2007) : 537–548.

96. Kadar, “Coming to Terms.”

97. Lauren Berlant and Jay Prosser, “Life Writing and Intimate Publics: A Conversation with Lauren Berlant,” Biography: An Interdisciplinary Quarterly 34, no. 1 (2011) : 180–187, at 183.

98. Berlant and Prosser, “Life Writing and Intimate Publics,” 182.

99. Berlant and Prosser, “Life Writing and Intimate Publics,” 181.

100. Marlen Kadar, “The Devouring: Traces of Roma in the Holocaust; No Tattoo, Sterilized Body, Gypsy Girl,” in Kadar et al., Tracing the Autobiographical , 223–246, at 223–224.

101. Kadar, “The Devouring,” 243. On the fragment as “an unfinished separation” Kadar is citing Maurice Blanchot, The Writing of the Disaster , trans. Ann Smock (Lincoln: University of Nebraska Press, 1986) .

102. Kadar, “The Devouring,” 226.

103. Kadar, “Whose Life Is It Anyway?,” quotations at 153.

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Education and Communications
Autobiographies

How to Write a Life Story Essay

Last Updated: April 14, 2024 Fact Checked

This article was co-authored by Alicia Cook . Alicia Cook is a Professional Writer based in Newark, New Jersey. With over 12 years of experience, Alicia specializes in poetry and uses her platform to advocate for families affected by addiction and to fight for breaking the stigma against addiction and mental illness. She holds a BA in English and Journalism from Georgian Court University and an MBA from Saint Peter’s University. Alicia is a bestselling poet with Andrews McMeel Publishing and her work has been featured in numerous media outlets including the NY Post, CNN, USA Today, the HuffPost, the LA Times, American Songwriter Magazine, and Bustle. She was named by Teen Vogue as one of the 10 social media poets to know and her poetry mixtape, “Stuff I’ve Been Feeling Lately” was a finalist in the 2016 Goodreads Choice Awards. There are 11 references cited in this article, which can be found at the bottom of the page. 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 102,296 times.

A life story essay involves telling the story of your life in a short, nonfiction format. It can also be called an autobiographical essay. In this essay, you will tell a factual story about some element of your life, perhaps for a college application or for a school assignment.

Preparing to Write Your Essay

Step 1 Determine the goal of your essay.

If you are writing a personal essay for a college application, it should serve to give the admissions committee a sense of who you are, beyond the basics of your application file. Your transcript, your letters of recommendation, and your resume will provide an overview of your work experience, interests, and academic record. Your essay allows you to make your application unique and individual to you, through your personal story. [2] X Research source
The essay will also show the admissions committee how well you can write and structure an essay. Your essay should show you can create a meaningful piece of writing that interests your reader, conveys a unique message, and flows well.
If you are writing a life story for a specific school assignment, such as in a composition course, ask your teacher about the assignment requirements.

Include important events, such as your birth, your childhood and upbringing, and your adolescence. If family member births, deaths, marriages, and other life moments are important to your story, write those down as well.
Focus on experiences that made a big impact on you and remain a strong memory. This may be a time where you learned an important life lesson, such as failing a test or watching someone else struggle and succeed, or where you felt an intense feeling or emotion, such as grief over someone’s death or joy over someone’s triumph.

Have you faced a challenge in your life that you overcame, such as family struggles, health issues, a learning disability, or demanding academics?
Do you have a story to tell about your cultural or ethnic background, or your family traditions?
Have you dealt with failure or life obstacles?
Do you have a unique passion or hobby?
Have you traveled outside of your community, to another country, city, or area? What did you take away from the experience and how will you carry what you learned into a college setting?

Remind yourself of your accomplishments by going through your resume. Think about any awards or experiences you would like spotlight in your essay. For example, explaining the story behind your Honor Roll status in high school, or how you worked hard to receive an internship in a prestigious program.
Remember that your resume or C.V. is there to list off your accomplishments and awards, so your life story shouldn't just rehash them. Instead, use them as a jumping-off place to explain the process behind them, or what they reflect (or do not reflect) about you as a person.

The New York Times publishes stellar examples of high school life story essays each year. You can read some of them on the NYT website. [8] X Research source

Writing Your Essay

Step 1 Structure your essay around a key experience or theme.

For example, you may look back at your time in foster care as a child or when you scored your first paying job. Consider how you handled these situations and any life lessons you learned from these lessons. Try to connect past experiences to who you are now, or who you aspire to be in the future.
Your time in foster care, for example, may have taught you resilience, perseverance and a sense of curiosity around how other families function and live. This could then tie into your application to a Journalism program, as the experience shows you have a persistent nature and a desire to investigate other people’s stories or experiences.

Certain life story essays have become cliche and familiar to admission committees. Avoid sports injuries stories, such as the time you injured your ankle in a game and had to find a way to persevere. You should also avoid using an overseas trip to a poor, foreign country as the basis for your self transformation. This is a familiar theme that many admission committees will consider cliche and not unique or authentic. [11] X Research source
Other common, cliche topics to avoid include vacations, "adversity" as an undeveloped theme, or the "journey". [12] X Research source

Try to phrase your thesis in terms of a lesson learned. For example, “Although growing up in foster care in a troubled neighborhood was challenging and difficult, it taught me that I can be more than my upbringing or my background through hard work, perseverance, and education.”
You can also phrase your thesis in terms of lessons you have yet to learn, or seek to learn through the program you are applying for. For example, “Growing up surrounded by my mother’s traditional cooking and cultural habits that have been passed down through the generations of my family, I realized I wanted to discover and honor the traditions of other, ancient cultures with a career in archaeology.”
Both of these thesis statements are good because they tell your readers exactly what to expect in clear detail.

An anecdote is a very short story that carries moral or symbolic weight. It can be a poetic or powerful way to start your essay and engage your reader right away. You may want to start directly with a retelling of a key past experience or the moment you realized a life lesson.
For example, you could start with a vivid memory, such as this from an essay that got its author into Harvard Business School: "I first considered applying to Berry College while dangling from a fifty-food Georgia pine tree, encouraging a high school classmate, literally, to make a leap of faith." [15] X Research source This opening line gives a vivid mental picture of what the author was doing at a specific, crucial moment in time and starts off the theme of "leaps of faith" that is carried through the rest of the essay.
Another great example clearly communicates the author's emotional state from the opening moments: "Through seven-year-old eyes I watched in terror as my mother grimaced in pain." This essay, by a prospective medical school student, goes on to tell about her experience being at her brother's birth and how it shaped her desire to become an OB/GYN. The opening line sets the scene and lets you know immediately what the author was feeling during this important experience. It also resists reader expectations, since it begins with pain but ends in the joy of her brother's birth.
Avoid using a quotation. This is an extremely cliche way to begin an essay and could put your reader off immediately. If you simply must use a quotation, avoid generic quotes like “Spread your wings and fly” or “There is no ‘I’ in ‘team’”. Choose a quotation that relates directly to your experience or the theme of your essay. This could be a quotation from a poem or piece of writing that speaks to you, moves you, or helped you during a rough time.

Step 5 Let your personality and voice come through.

Always use the first person in a personal essay. The essay should be coming from you and should tell the reader directly about your life experiences, with “I” statements.
For example, avoid something such as “I had a hard time growing up. I was in a bad situation.” You can expand this to be more distinct, but still carry a similar tone and voice. “When I was growing up in foster care, I had difficulties connecting with my foster parents and with my new neighborhood. At the time, I thought I was in a bad situation I would never be able to be free from.”

For example, consider this statement: "I am a good debater. I am highly motivated and have been a strong leader all through high school." This gives only the barest detail, and does not allow your reader any personal or unique information that will set you apart from the ten billion other essays she has to sift through.
In contrast, consider this one: "My mother says I'm loud. I say you have to speak up to be heard. As president of my high school's debate team for the past three years, I have learned to show courage even when my heart is pounding in my throat. I have learned to consider the views of people different than myself, and even to argue for them when I passionately disagree. I have learned to lead teams in approaching complicated issues. And, most importantly for a formerly shy young girl, I have found my voice." This example shows personality, uses parallel structure for impact, and gives concrete detail about what the author has learned from her life experience as a debater.

An example of a passive sentence is: “The cake was eaten by the dog.” The subject (the dog) is not in the expected subject position (first) and is not "doing" the expected action. This is confusing and can often be unclear.
An example of an active sentence is: “The dog ate the cake.” The subject (the dog) is in the subject position (first), and is doing the expected action. This is much more clear for the reader and is a stronger sentence.

Step 8 Apply the Into, Through, and Beyond approach.

Lead the reader INTO your story with a powerful beginning, such as an anecdote or a quote.
Take the reader THROUGH your story with the context and key parts of your experience.
End with the BEYOND message about how the experience has affected who you are now and who you want to be in college and after college.

Editing Your Essay

Step 1 Put your first draft aside for a few days.

For example, a sentence like “I struggled during my first year of college, feeling overwhelmed by new experiences and new people” is not very strong because it states the obvious and does not distinguish you are unique or singular. Most people struggle and feel overwhelmed during their first year of college. Adjust sentences like this so they appear unique to you.
For example, consider this: “During my first year of college, I struggled with meeting deadlines and assignments. My previous home life was not very structured or strict, so I had to teach myself discipline and the value of deadlines.” This relates your struggle to something personal and explains how you learned from it.

It can be difficult to proofread your own work, so reach out to a teacher, a mentor, a family member, or a friend and ask them to read over your essay. They can act as first readers and respond to any proofreading errors, as well as the essay as a whole.

Expert Q&A

↑ http://education.seattlepi.com/write-thesis-statement-autobiographical-essay-1686.html
↑ https://study.com/learn/lesson/autobiography-essay-examples-steps.html
↑ https://www.psychologytoday.com/blog/fulfillment-any-age/201101/writing-compelling-life-story-in-500-words-or-less
↑ Alicia Cook. Professional Writer. Expert Interview. 11 December 2020.
↑ https://mycustomessay.com/blog/how-to-write-an-autobiography-essay.html
↑ https://www.ahwatukee.com/community_focus/article_c79b33da-09a5-11e3-95a8-001a4bcf887a.html
↑ http://www.nytimes.com/2014/05/10/your-money/four-stand-out-college-essays-about-money.html
↑ https://www.youtube.com/watch?v=xY9AdFx0L4s
↑ https://www.medina-esc.org/Downloads/Practical%20Advice%20Writing%20College%20App%20Essay.pdf
↑ http://www.businessinsider.com/successful-harvard-business-school-essays-2012-11?op=1
↑ http://www.grammar-monster.com/glossary/passive_sentences.htm

About This Article

A life story essay is an essay that tells the story of your life in a short, nonfiction format. Start by coming up with a thesis statement, which will help you structure your essay. For example, your thesis could be about the influence of your family's culture on your life or how you've grown from overcoming challenging circumstances. You can include important life events that link to your thesis, like jobs you’ve worked, friendships that have influenced you, or sports competitions you’ve won. Consider starting your essay with an anecdote that introduces your thesis. For instance, if you're writing about your family's culture, you could start by talking about the first festival you went to and how it inspired you. Finish by writing about how the experiences have affected you and who you want to be in the future. For more tips from our Education co-author, including how to edit your essay effectively, read on! Did this summary help you? Yes No

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Write an essay on origin of life.

The origin of the first form of life has been an intriguing concept for many years. different theories and experimental proofs were forwarded by different scientists during the time interval. some of these theories were rejected as they failed to provide shreds of evidence while some others were accepted. however, there is no theory that could provide a wholesome view of the origin of life. the following theories have been suggested over the years: 1. theory of special creation- this theory suggests that all the living forms were created as it is by god. different religions have different narratives as fas as this theory is concerned. there is no scientific ground for this theory. 2. theory of spontaneous generation- this theory suggested for the origin of living forms from the non-living or inanimate objects. aristotle, epicurus, vel holmont are some of the supporters. they believed that a slice of rotten meat gave birth to the maggots. this was disapproved. 3. theory of panspermia- this theory suggested by richter in 1865 and proposed that life reached the earth from other cosmic bodies. 4. theory of biochemical evolution or materialistic theory- this theory was suggested by oparin in 1923 and haldane in 1928. it suggested that primitive earth was reducing in nature due to the absence of oxygen and several chemicals condensed together in oceans, warmed by hot temperature, formed a 'primordial' soup' in which the first living cell took its form. several amino acids, nucleic acids, sugars and other organic and inorganic molecules together formed coacervated that were capable of absorbing water and nutrients and perform budding. these kept on uniting with more and more molecules and formed the first living cell. the theory of biochemical origin had been experimentally supported by urey and miller, where they developed primitive earth-like conditions by providing lightning, water vapors, and inorganic molecules and obtained the organic molecules. hence, it can be concluded that a little insight exists about the origin of life but there are still more possibilities to explore. with the advancement in scientific technologies, there are chances of gathering more pieces of evidence in this regard..

Write an essay on phloem

Essays About History: Top 5 Examples and 7 Prompts

History is the study of past events and is essential to an understanding of life and the future; discover essays about history in our guide.

In the thousands of years, humans have been on earth, our ancestors have left different marks on the world, reminders of the times they lived in. Curiosity is in our nature, and we study our history on this planet by analyzing these marks, whether they be ancient artifacts, documents, or grand monuments.

History is essential because it tells us about our past. It helps us to understand how we evolved on this planet and, perhaps, how we may develop in the future. It also reminds us of our ancestors’ mistakes so that we do not repeat them. It is an undisputed fact that history is essential to human society, particularly in the world we live in today.

If you are writing essays about history, start by reading the examples below.

5 Examples On Essays About History

1. history of malta by suzanne pittman, 2. why study history by jeff west, 3. history a reflection of the past, and a teacher for the future by shahara mcgee, 4. the most successful crusade by michael stein, 5. god, plagues and pestilence – what history can teach us about living through a pandemic by robyn j. whitaker, writing prompts for essays about history, 1. what we can learn from history, 2. analyzing a historical source, 3. reflection on a historical event, 4. your country’s history, 5. your family history, 6. the impact of war on participating nations, 7. the history of your chosen topic.

“The famous biblical figure St. Paul came to Malta due to his ship getting wrecked and he first set foot on Malta at the beautiful location of what it know called St. Paul’s bay. St Paul spread Christianity throughout Malta which at the time has a mostly pagan population and the vast majority of Malta inhabitants have remained Christian since the days that St Paul walked the streets of Malta.”

Short but informative, Pittman’s essay briefly discusses key events in the history of Malta, including its founding, the spread of Christianity, and the Arab invasion of the country. She also references the Knights of Malta and their impact on the country.

“Every person across the face of this Earth has been molded into what they are today by the past. Have you ever wondered sometime about why humanity is the way it is, or why society works the way it does? In order to find the answer, you must follow back the footprints to pinpoint the history of the society as a whole.”

West’s essay explains history’s importance and why it should be studied. Everything is how it is because of past events, and we can better understand our reality with context from the past. We can also learn more about ourselves and what the future may hold for us. West makes essential points about the importance of history and gives important insight into its relevance.

“While those stories are important, it is vital and a personal moral imperative, to share the breadth and depth of Black History, showing what it is and means to the world. It’s not just about honoring those few known for the 28 days of February. It’s about everyday seizing the opportunities before us to use the vastness of history to inspire, educate and develop our youth into the positive and impactful leaders we want for the future.”

In her essay, McGee explains the importance of history, mainly black history, to the past and the future. She writes about how being connected to your culture, history, and society can give you a sense of purpose. In addition, she reflects on the role black history had in her development as a person; she was able to learn more about black history than just Martin Luther King Jr. She was able to understand and be proud of her heritage, and she wishes to use history to inspire people for the future.

“Shortly afterwards, Egyptians and Khwarazmians defeated an alliance of Crusaders-States and Syrians near Gaza. After Gaza, the Crusaders States were finished as a political force, although some cities along the coast hung on for more than forty years. The Egyptian Ayyubids occupied Jerusalem itself in 1247. The city now was not much more than a heap of ruins, becoming an unimportant backwater for a long time.”

Stein describes the Sixth Crusade, during which Emperor Frederick II could resolve the conflict through diplomacy, even gaining Christian control of Jerusalem by negotiating with the Sultan. He describes important figures, including the Popes of the time and Frederick himself, and the events leading up to and after the Crusade. Most importantly, his essay explains why this event is noteworthy: it was largely peaceful compared to the other Crusades and most conflicts of the time.

“Jillings describes the arrest of a Scottish preacher in 1603 for refusing to comply with the government’s health measures because he thought they were of no use as it was all up to God. The preacher was imprisoned because he was viewed as dangerous: his individual freedoms and beliefs were deemed less important than the safety of the community as a whole.”

In her essay, Whitaker explains the relevance of history in policymaking and attitudes toward the COVID-19 pandemic. She first discusses the human tendency to blame others for things beyond our control, giving historical examples involving discrimination against particular groups based on race or sexual orientation. She then describes the enforcement of health measures during the black plague, adding that religion and science do not necessarily contradict each other. From a historical perspective, we might just feel better about the situations we are in, as these issues have repeatedly afflicted humanity.

In your essay, write about the lessons we can learn from studying history. What has history taught us about human nature? What mistakes have we made in the past that we can use to prevent future catastrophes? Explain your position in detail and support it with sufficient evidence.

We have been left with many reminders of our history, including monuments, historical documents, paintings, and sculptures. First, choose a primary historical source, explain what it is, and discuss what you can infer about the period it is from. Then, provide context by using external sources, such as articles.

What historical event interests you? Choose one, whether it be a devastating war, the establishment of a new country, or a groundbreaking new invention, and write about it. Explain what exactly transpired in the event and explain why you chose it. You can also include possible lessons you could learn from it. You can use documentaries, history books, and online sources to understand the topic better.

Research the history of a country of your choice and write your essay on it. Include how it was formed, essential people, and important events. The country need not be your home country; choose any country and write clearly. You can also focus on a specific period in your country’s history if you wish to go more in-depth.

For a personal angle on your essay, you can write about your family’s history if there is anything you feel is noteworthy about it. Do you have any famous ancestors? Did any family members serve in the military? If you have the proper sources, discuss as much as you can about your family history and perhaps explain why it is essential to you.

Essays About History: The impact of war on participating nations

Throughout history, war has always hurt one or both sides. Choose one crucial historical war and write about its effects. Briefly discuss what occurred in the war and how it ended, and describe its impact on either or both sides. Feel free to focus on one aspect, territory, culture, or the economy.

From the spread of Christianity to the horrible practice of slavery, research any topic you wish and write about its history. How did it start, and what is its state today? You need not go too broad; the scope of your essay is your decision, as long as it is written clearly and adequately supported.

For help with your essay, check our round-up of best essay writing apps .If you’re looking for inspiration, check out our round-up of essay topics about nature .

Martin is an avid writer specializing in editing and proofreading. He also enjoys literary analysis and writing about food and travel.

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The Best Student Writing Contests for 2023-2024

Help your students take their writing to the next level.

When students write for teachers, it can feel like an assignment. When they write for a real purpose, they are empowered! Student writing contests are a challenging and inspiring way to try writing for an authentic audience— a real panel of judges —and the possibility of prize money or other incentives. We’ve gathered a list of the best student writing contests, and there’s something for everyone. Prepare highly motivated kids in need of an authentic writing mentor, and watch the words flow.

1. The Scholastic Art & Writing Awards

With a wide range of categories—from critical essays to science fiction and fantasy—The Scholastic Awards are a mainstay of student contests. Each category has its own rules and word counts, so be sure to check out the options before you decide which one is best for your students.

How To Enter

Students in grades 7-12, ages 13 and up, may begin submitting work in September by uploading to an online account at Scholastic and connecting to their local region. There are entry fees, but those can be waived for students in need.

2. YoungArts National Arts Competition

This ends soon, but if you have students who are ready to submit, it’s worth it. YoungArts offers a national competition in the categories of creative nonfiction, novel, play or script, poetry, short story, and spoken word. Student winners may receive awards of up to $10,000 as well as the chance to participate in artistic development with leaders in their fields.

YoungArts accepts submissions in each category through October 13. Students submit their work online and pay a $35 fee (there is a fee waiver option).

3. National Youth Foundation Programs

Each year, awards are given for Student Book Scholars, Amazing Women, and the “I Matter” Poetry & Art competition. This is a great chance for kids to express themselves with joy and strength.

The rules, prizes, and deadlines vary, so check out the website for more info.

4. American Foreign Service National High School Essay Contest

If you’re looking to help students take a deep dive into international relations, history, and writing, look no further than this essay contest. Winners receive a voyage with the Semester at Sea program and a trip to Washington, DC.

Students fill out a registration form online, and a teacher or sponsor is required. The deadline to enter is the first week of April.

5. John F. Kennedy Profile in Courage Essay Contest

This annual contest invites students to write about a political official’s act of political courage that occurred after Kennedy’s birth in 1917. The winner receives $10,000, and 16 runners-up also receive a variety of cash prizes.

Students may submit a 700- to 1,000-word essay through January 12. The essay must feature more than five sources and a full bibliography.

6. Bennington Young Writers Awards

Bennington College offers competitions in three categories: poetry (a group of three poems), fiction (a short story or one-act play), and nonfiction (a personal or academic essay). First-place winners receive $500. Grab a poster for your classroom here .

The contest runs from September 1 to November 1. The website links to a student registration form.

7. The Princeton Ten-Minute Play Contest

Looking for student writing contests for budding playwrights? This exclusive competition, which is open only to high school juniors, is judged by the theater faculty of Princeton University. Students submit short plays in an effort to win recognition and cash prizes of up to $500. ( Note: Only open to 11th graders. )

Students submit one 10-page play script online or by mail. The deadline is the end of March. Contest details will be published in early 2024.

8. Princeton University Poetry Contest for High School Students

The Leonard L. Milberg ’53 High School Poetry Prize recognizes outstanding work by student writers in 11th grade. Prizes range from $100 to $500.

Students in 11th grade can submit their poetry. Contest details will be published this fall.

9. The New York Times Tiny Memoir Contest

This contest is also a wonderful writing challenge, and the New York Times includes lots of resources and models for students to be able to do their best work. They’ve even made a classroom poster !

Submissions need to be made electronically by November 1.

10. Nancy Thorp Poetry Contest

The deadline for this contest is the end of October. Sponsored by Hollins University, the Nancy Thorp Poetry Contest awards prizes for the best poems submitted by young women who are sophomores or juniors in high school or preparatory school. Prizes include cash and scholarships. Winners are chosen by students and faculty members in the creative writing program at Hollins.

Students may submit either one or two poems using the online form.

11. The Patricia Grodd Poetry Prize for Young Writers

The Patricia Grodd Poetry Prize for Young Writers is open to high school sophomores and juniors, and the winner receives a full scholarship to a Kenyon Review Young Writers Workshop .

Submissions for the prize are accepted electronically from November 1 through November 30.

12. Jane Austen Society Essay Contest

High school students can win up to $1,000 and publication by entering an essay on a topic specified by the Jane Austen Society related to a Jane Austen novel.

Details for the 2024 contest will be announced in November. Essay length is from six to eight pages, not including works cited.

13. Rattle Young Poets Anthology

Open to students from 15 to 18 years old who are interested in publication and exposure over monetary awards.

Teachers may choose five students for whom to submit up to four poems each on their behalf. The deadline is November 15.

14. The Black River Chapbook Competition

This is a chance for new and emerging writers to gain publication in their own professionally published chapbook, as well as $500 and free copies of the book.

There is an $18 entry fee, and submissions are made online.

15. YouthPlays New Voices

For students under 18, the YouthPlays one-act competition is designed for young writers to create new works for the stage. Winners receive cash awards and publication.

Scroll all the way down their web page for information on the contest, which accepts non-musical plays between 10 and 40 minutes long, submitted electronically. Entries open each year in January.

16. The Ocean Awareness Contest

The 2024 Ocean Awareness Contest, Tell Your Climate Story , encourages students to write their own unique climate story. They are asking for creative expressions of students’ personal experiences, insights, or perceptions about climate change. Students are eligible for a wide range of monetary prizes up to $1,000.

Students from 11 to 18 years old may submit work in the categories of art, creative writing, poetry and spoken word, film, interactive media and multimedia, or music and dance, accompanied by a reflection. The deadline is June 13.

17. EngineerGirl Annual Essay Contest

Each year, EngineerGirl sponsors an essay contest with topics centered on the impact of engineering on the world, and students can win up to $500 in prize money. This contest is a nice bridge between ELA and STEM and great for teachers interested in incorporating an interdisciplinary project into their curriculum. The new contest asks for pieces describing the life cycle of an everyday object. Check out these tips for integrating the content into your classroom .

Students submit their work electronically by February 1. Check out the full list of rules and requirements here .

18. NCTE Student Writing Awards

The National Council of Teachers of English offers several student writing awards, including Achievement Awards in Writing (for 10th- and 11th-grade students), Promising Young Writers (for 8th-grade students), and an award to recognize Excellence in Art and Literary Magazines.

Deadlines range from October 28 to February 15. Check out NCTE.org for more details.

19. See Us, Support Us Art Contest

Children of incarcerated parents can submit artwork, poetry, photos, videos, and more. Submissions are free and the website has a great collection of past winners.

Students can submit their entries via social media or email by October 25.

20. The Adroit Prizes for Poetry & Prose

The Adroit Journal, an education-minded nonprofit publication, awards annual prizes for poetry and prose to exceptional high school and college students. Adroit charges an entry fee but also provides a form for financial assistance.

21. National PTA Reflections Awards

The National PTA offers a variety of awards, including one for literature, in their annual Reflections Contest. Students of all ages can submit entries on the specified topic to their local PTA Reflections program. From there, winners move to the local area, state, and national levels. National-level awards include an $800 prize and a trip to the National PTA Convention.

This program requires submitting to PTAs who participate in the program. Check your school’s PTA for their deadlines.

22. World Historian Student Essay Competition

The World Historian Student Essay Competition is an international contest open to students enrolled in grades K–12 in public, private, and parochial schools, as well as those in home-study programs. The $500 prize is based on an essay that addresses one of this year’s two prompts.

Students can submit entries via email or regular mail before May 1.

23. NSHSS Creative Writing Scholarship

The National Society of High School Scholars awards three $2,000 scholarships for both poetry and fiction. They accept poetry, short stories, and graphic novel writing.

Apply online by October 31.

Whether you let your students blog, start a podcast or video channel, or enter student writing contests, giving them an authentic audience for their work is always a powerful classroom choice.

If you like this list of student writing contests and want more articles like it, subscribe to our newsletters to find out when they’re posted!

Plus, check out our favorite anchor charts for teaching writing..

Are you looking for student writing contests to share in your classroom? This list will give students plenty of opportunities.

Best Student Contests and Competitions for 2023

Best 2024 Competitions for Students in Grades K-12

Competitions in STEM, ELA and the arts, and more! Continue Reading

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AI in education
Published Jan 23, 2024

Meet your AI assistant for education: Microsoft Copilot

Content Type
Microsoft Copilot

With new advancements in AI happening faster than ever before, you might be wondering how you can use these tools in your classroom to save you time and energy. Educators worldwide are making strides to understand and integrate AI into their work and often find it to be a valuable tool. You can use AI to save time creating rubrics, personalized content for students, and educational materials such as quizzes and lesson plans. 

Generative AI is a newer piece of technology and a unique category of AI that focuses on creating new content. With generative AI you can generate new content like text, images, code, or audio. It achieves this by learning patterns from existing data and understanding the context and intent of language. This provides you with new opportunities for content creation, personalization, and innovation. Because this technology is creating new content, checking for accuracy in generative AI is essential—especially in the field of education. 

Microsoft Copilot is a tool that uses generative AI to serve as a helpful assistant to you in the classroom. Copilot can help you save time, differentiate instruction, and enhance student learning. With Copilot, you can easily create lesson plans, quizzes, rubrics, and other class resources for any level of learner.

5 ways to use Copilot in education

Here are just a few examples of the many ways you can use Microsoft Copilot to save time and energy:

Personalized learning: Copilot can support personalized learning by helping you create content, tailored feedback, and guidance for students based on their individual needs and learning styles.
Brainstorming: You can use Copilot to brainstorm new ideas for activities, lesson plans, supporting materials, and assignments.
Lesson planning: Copilot can help you plan lessons by suggesting or drafting activities, resources, and assessments that align with learning objectives. You can also use Copilot to start a rubric for the lessons.
Provide feedback: Copilot can help you draft initial feedback and ideas for students on their work, which you can edit and personalize for your students.
Get quick answers: Copilot can help you get quick answers to your questions without having to read through multiple search results. Also, Copilot provides links to content sources so you can assess the source or dive deeper into the original content.

Microsoft Copilot showing suggested prompts for educators. Copilot uses generative AI to serve as a helpful assistant to you in the classroom.

Getting started with Microsoft Copilot

To get started with Microsoft Copilot, you can follow these steps:

Open copilot.microsoft.com or select the Copilot icon on the sidebar in your Microsoft Edge browser.
Type your prompt into the chat window.
Review the sources linked at the bottom by “Learn more.” You can fact-check the information provided or dive deeper into a topic by accessing the original articles, studies, or reports.
Review the response to make sure the output is what you want and accurate. You are the expert, and you decide what goes into the classroom.
To get the most out of Copilot, you can keep the conversation going by following up on your prompts. This helps you collaborate with Copilot to gain more useful, tailored responses.

You can also give feedback to Copilot based on the quality of its responses to help the AI learn and match your preferences.

How to write a prompt for AI

To effectively guide generative AI, you want to give it clear and concise instructions, known as prompts. A well-crafted prompt enhances the generative AI’s output in the quality, relevance, and diversity. A good prompt should be clear, specific, and aligned with the goal of the generation task. A bad prompt can lead to ambiguous, irrelevant, or biased output. To get the best response from Copilot, consider the following tips:

Define clear objectives.  Determine the main goal of the prompt and the role AI should take. Whether creating a syllabus, drafting a quiz, or revising lesson content, have a clear vision of the end goal.
Be specific.  Chat experiences operate best when given detailed instructions. Specify grade level, subject, topic, or any other relevant parameters. For instance, “secondary math quiz on algebraic expressions” is clearer than “math quiz.”
Structure the prompt.  Break complex tasks into smaller parts. Instead of asking the AI to draft an entire lesson, request an outline, then delve into specific sections.
Iterate and refine.  The first response from AI might not always align perfectly with expectations. Don’t hesitate to rephrase the prompt, ask follow-up questions, or provide more context based on the initial output.
Combine expertise.  Use AI as a tool to enhance and streamline work but remember to overlay its suggestions with your educational expertise. AI can suggest content, but the educator decides the best way to edit and present it to their audience.

An infographic that explains how to craft effective prompts for AI tools and provides five key elements: conversation style, specific instructions, tailor for audience, specify length, specify format.

A infographic about how to write AI prompts to get better answers from Copilot. A good prompt should be clear, specific, and aligned with the goal of the task.

Want a fun way to practice creating effective prompts? Minecraft Education just announced Prompt Lab for Minecraft Educators , a free playbook on how to use Microsoft Copilot to write compelling prompts, develop interactive learning content and assessments, and generate creative ideas for Minecraft lesson plans.

Create images from text with Copilot

You can use Image Creator from Designer in Copilot to create personalized, engaging visuals for all sorts of lessons or topics. You can type in a description of an image, provide additional context like location or activity, and choose an art style. Image Creator generates an image straight from your imagination. Prompts can begin with “draw an image” or “create an image.” You can use this tool to create images for a class newsletter, lesson, or Teams post.

Get started in Copilot prompting “create an image…”
Then build out your prompt with adjective + noun + verb + style.
Click on your favorite image to open the result in a new tab and save the image.

An example would be “Create an image of an adorable black puppy wearing a hat in photorealistic style.”

A Microsoft Copilot chat displaying four generated images of a black puppy wearing a hat in photorealistic style, with options to ask anything or continue the conversation.

An example of Copilot creating an image of a black dog wearing a hat in a photorealistic style, based on text descriptions.

Try creating an image in Copilot for your lesson, or just for fun!

Protected AI-powered chat

At Microsoft, our efforts are guided by our AI principles and Responsible AI Standard and build on decades of research on grounding and privacy-preserving machine learning. Copilot provides commercial data protection and delivers a secure AI-powered chat service for educational institutions. This means user and organizational data are protected, chat prompts and responses in Copilot are not saved, Microsoft has no eyes-on access to them, and they aren’t used to train the underlying large language models. Additionally, our  Customer Copyright Commitment  means education customers can be confident using our services and the output they generate without worrying about copyright claims.

Get to know your Copilot

Dive deeper into the world of generative AI and unlock its full potential for your classroom.

The new  AI for Educators Learning Path  on  Microsoft Learn is made up of three modules to help educators learn about and benefit from AI.
Prompt Lab for Minecraft Educators demonstrates how to use Microsoft Copilot with Minecraft Education to design engaging learning experiences. Level up your Minecraft teaching with this useful new resource!
AI classroom toolkit provides instructional information for educators and students to use generative AI safely and responsibly.
AI for education on  Microsoft Learn is a collection of resources and courses on how to use AI for educational purposes.

Ready to elevate your teaching with Microsoft Copilot? Start using Copilot today! copilot.microsoft.com

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Caleb Carr, Author of Dark Histories, Dies at 68

His own dark history prompted him to write about and investigate the roots of violence, notably in his best-selling novel “The Alienist.”

A photo of a man in a blazer, sweater vest, shirt and tie. He has a gray beard, shoulder-length hair and rimless glasses, and sits on a deck in a chair draped in a fur. He holds a sword on his shoulder and looks off camera.

By Penelope Green

Caleb Carr, a military historian and author whose experience of childhood abuse drove him to explore the roots of violence — most famously in his 1994 best seller, “The Alienist,” a period thriller about the hunt for a serial killer in 19th-century Manhattan — died on Thursday at his home in Cherry Plain, N.Y. He was 68.

The cause was cancer, his brother Ethan Carr said.

Mr. Carr was 39 when he published “The Alienist,” an atmospheric detective story about a child psychiatrist — or an alienist, as those who studied the mind were called in the 1890s — who investigates the murders of young male prostitutes by using forensic psychiatry, which was an unorthodox method at the time.

Mr. Carr had first pitched the book as nonfiction; it wasn’t, but it read that way because of the exhaustive research he did into the period. He rendered the dank horrors of Manhattan’s tenement life, its sadistic gangs and the seedy brothels that were peddling children, as well as the city’s lush hubs of power, like Delmonico’s restaurant. And he peopled his novel with historical figures like Theodore Roosevelt, who was New York’s reforming police commissioner before his years in the White House. Even Jacob Riis had a cameo.

Up to that point, Mr. Carr had been writing, with modest success, on military matters. He had contributed articles to The Quarterly Journal of Military History, and he had written, with James Chace, a book about national security and, on his own, a well-received biography of an American soldier of fortune who became a Chinese military hero in the mid-19th century.

Mr. Carr had also been a regular contributor to the letters page of The New York Times; he notably once chastised Henry Kissinger for what Mr. Carr characterized as his outdated theories of international diplomacy. He was 19 at the time.

“The Alienist” was an immediate hit and earned glowing reviews. Even before it was published, the movie rights were snapped up by the producer Scott Rudin for half a million dollars. (The paperback rights sold for more than a million.)

“You can practically hear the clip-clop of horses’ hooves echoing down old Broadway,” Christopher Lehmann-Haupt wrote in his review in The Times . “You can taste the good food at Delmonico’s. You can smell the fear in the air.”

Magazine writers were captivated by Mr. Carr’s downtown cool — he lived on the Lower East Side of Manhattan, had been in a local punk band, wore black high-top sneakers and had shoulder-length hair — and by his literary provenance. His father was Lucien Carr, a journalist who was muse to and best friends with Beat royalty: the writers Jack Kerouac, William S. Burroughs and Allen Ginsberg. Beautiful and charismatic as a young man, “Lou was the glue,” Ginsberg once said, that held the group together.

The elder Mr. Carr was also an alcoholic, and Caleb grew up in bohemian chaos. The Carr household was the scene of drunken revelries, and much worse. Mr. Carr raged at his wife and three sons. But he directed his most terrifying outbursts at Caleb, his middle child, whom he singled out for physical abuse.

Caleb’s parents divorced when he was 8. But the beatings continued for years.

“There’s no question that I have a lifelong fascination with violence,” Caleb Carr told Stephen Dubner of New York magazine in 1994 , just before “The Alienist” was published, explaining not just the engine for the book but why he was drawn to military history. “Part of it was a desire to find violence that was, in the first place, directed toward some purposeful end, and second, governed by a definable ethical code. And I think it’s fairly obvious why I would want to do that.”

Lucien Carr had also been abused. Growing up in St. Louis, he was sexually molested by his Boy Scout master, a man named David Kammerer who followed him to the East Coast, where Lucien entered Columbia University and met Kerouac, Ginsberg and Burroughs. One drunken night in 1944, Mr. Carr killed his longtime predator in Riverside Park, stabbing him with his Boy Scout knife and rolling him into the Hudson River. Kerouac helped him dispose of the knife. Lucien turned himself in the next day and served two years for manslaughter in a reformatory.

The killing was a cause célèbre, and became a kind of origin story for the history of the Beats . Kerouac and Burroughs rendered it in purple prose in a novel they archly titled “And the Hippos Were Boiled in Their Tanks,” which was rejected by publishers and then mired in legalities before finally being published in 2008, when all the principals were dead. (It was panned by Michiko Kakutani in The Times.) In 2013, it was the subject of a film, “Kill Your Darlings,” starring Daniel Radcliffe as Allen Ginsberg.

Caleb Carr and his family found “Kill Your Darlings” more than flawed, taking issue with the film’s thesis that Lucien was a conflicted gay man in a repressive society — and that Kammerer was the victim and their relationship was consensual.

“My father fit perfectly ‘the cycle of abuse,’” Mr. Carr told an interviewer at the time . “Of all the terrible things that Kammerer did, perhaps the worst was to teach him this, to teach him that the most fundamental way to form bonds was through abuse.”

He added: “When I confronted him many years later about his extreme violence toward me, after I had entered therapy, he at length asked (after denying that such violence had occurred for as long as he could, then conceding it), ‘Doesn’t that mean that there’s a special bond between us?’ And I remember that my blood had never run quite that cold.”

Caleb Carr was born on Aug. 2, 1955, in Manhattan. His father, after being released from the reformatory, worked as a reporter and editor for United Press International, where he met Francesca von Hartz, a reporter. They married in 1952 and had three sons, Simon, Caleb and Ethan. After they divorced a decade later, Ms. von Hartz married John Speicher, an editor and novelist with three daughters. The couple and their six children moved to a loft on East 14th Street, a dangerous area in the late 1960s and ’70s. It was another chaotic household overseen by alcoholics, and the children often referred to themselves as “the dark Brady Bunch.”

Caleb attended Friends Seminary, a Quaker school in Manhattan, where his interest in military history made him an outlier and a misfit. His high school transcript described him as “socially undesirable.” After graduating, he attended Kenyon College in Ohio and then New York University, where he earned a bachelor’s degree and studied military and diplomatic history.

In 1997, Mr. Carr published “The Angel of Darkness,” a sequel to “The Alienist.” It featured many of the same characters, who reunite to investigate the case of a missing child. It, too, was a best seller, “as winning a historical thriller” as its predecessor, The Times’s Mr. Lehmann-Haupt wrote .

Mr. Carr was the author of 11 books, including “The Italian Secretary” (2005), a Sherlock Holmes mystery commissioned by the estate of Arthur Conan Doyle; “Surrender, New York” (2016), a well-reviewed contemporary crime procedural that nonetheless sold poorly; and “Lessons of Terror: A History of Warfare Against Civilians” (2002), which he wrote in the wake of the Sept. 11 attacks.

Even in those pre-Twitter days, “Lessons of Terror” caused an internet ruckus. It was at once vociferously praised and bashed — and became a best seller, to boot — and Mr. Carr derided his critics on Amazon. Many challenged his contention that some “conventional” warfare — like General Sherman’s barbarism during the Civil War and Israel’s behavior toward the Palestinians — was equivalent to terrorism, a thesis that annoyed military historians , as well as The Times’s Ms. Kakutani .

What propelled Mr. Carr in all his work was the origins of violence, the mysteries of nature and nurture. In his own life, he was determined to end the cycle of his family’s dark legacy by not having children. That choice restricted his romantic life, and as he got older, he grew more solitary. When he bought 1,400 acres in Rensselaer County, N.Y., in 2000, and built himself a house near a ridge called Misery Mountain, he became even more so.

“I have a grim outlook on the world, and in particular on humanity,” he told Joyce Wadler of The Times in 2005 . “I spent years denying it, but I am very misanthropic. And I live alone on a mountain for a reason.”

His last book, published in April, was “My Beloved Monster: Masha, the Half-Wild Rescue Cat Who Rescued Me.” It’s both a memoir of his time there and a love story to the creature who was his most constant and sustaining companion during the last decades of his life.

“But how could you live for such a long time,” he said friends asked him, “alone on a mountain with just a cat?” He took umbrage at the phrase “just a cat.”

“It needs to be understood that, for Masha, I was always enough,” he wrote. “How I lived, what I chose to do, my very nature — all were good enough for her.”

Masha, like her human roommate, had suffered physical abuse at some point, and as Mr. Carr and his companion aged, their early horrors had devastating physical repercussions. Mr. Carr’s beatings had created scar tissue in his organs that led to other serious ailments. They were each diagnosed with cancer, but Masha died first.

In addition to his brother Ethan, Mr. Carr is survived by another brother, Simon; his stepsisters, Hilda, Jennifer and Christine Speicher; and his mother, now known as Francesca Cote. Lucien Carr died in 2005.

Despite the early hoopla, “The Alienist” never made it to the big screen. Producers wanted to turn it into a love story or otherwise alter Mr. Carr’s creation. But after decades of fits and starts, i t found a home on television , and in 2018 it was seen as a 10-episode mini-series on TNT. James Poniewozik of The Times called it “lush, moody, a bit stiff.” But it was mostly a success, reaching 50 million viewers and earning six Emmy Award nominations. (It won one, for special visual effects.)

“If I had known that nothing would have come out of this book other than the advance,” Mr. Carr said in 1994 as “The Alienist” was poised for publication, “I still would have written it exactly the same. But if you were to ask me to trade this book, this whole career and have my childhood be different, I probably would.”

An earlier version of this obituary misstated part of the name of the hamlet in New York State where Mr. Carr lived. It is Cherry Plain, not Cherry Plains.

How we handle corrections

Penelope Green is a Times reporter on the Obituaries desk. More about Penelope Green

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