example of a biography research paper

Biography Research Report

Report generator.

Compare “He died at his birthplace” with “He spent the remainder of his days in the place where he took his first gasp of air.” Which of those sentences does poetic justice on the life of our John Doe? A good biography report paints a person’s life with the same brio and vibrancy, a facsimile of how the person lived.

A biography research report requires extensive research on the person and a writer’s creative touch to put to life an otherwise mere list of facts. Even if the information is presented in a digestible format, the entire narrative does not abandon accurate data. The essay will usually put the spotlight on the pivotal instances of the person’s life that makes him or her noteworthy.

Things To Remember

Unlike autobiography, you are writing about someone else. That isn’t an assignment that you take lightly. As scribes that document a person’s time on Earth, you should put life into the biography. A person’s time is limited, but a biography immortalizes him or her.

Do your research

With its birth during the 5th century BCE , a biography is first a historical account of a person’s life before an entertaining read. Poets and scribes wrote praises for the lives of famous personalities in the Ancient World. Today, extensive research is necessary before drafting a biographical essay . Authors should avoid misrepresenting facts for a good story.

Illustrate, don’t state

Speak of your subject in a titillating soiree of information that engages your readers’ senses. The news of the death of the subject’s greatest love should be as if frost started to spread inside your readers’ chest during the warmest afternoon of May, that every breath makes them wince as if they were breathing broken glass.

Don’t alienate the readers

You should write with your audience in mind. A wordsmith should avoid employing ostentatious and magniloquent words for the mere satiety of one’s fancy. If the words do nothing to augment the anecdote of a person’s life and only exist to bloat the author’s ego on his presumed astuteness, they do not belong in the narrative .

7+ Biography Research Report Examples

The following are biography report examples that you may find useful in your assignment.

1. Biography Report Template

Google Docs

2. Biography Book Research Report Example

Size: 110 KB

3. Biography Research Project Report Example

Size: 554 KB

4. Sample Biography Research Report Example

Size: 25 KB

5. Author Biography Research Report Example

6. Basic Biography Research Report Example

Size: 482 KB

7. Cereal Box Biography Research Reports Example

Size: 61 KB

8. Formal Biography Research Report Example

Size: 590 KB

9. Standard Biography of Research Report Example

Size: 650 KB

Preparing Your Report

Whether you are in middle school, high school, college, or you have already graduated, at some point in your life, you will be asked to write a biography about someone important to you or the community. Writing non-fictional essays can be challenging, especially since it needs prior research about the subject. You would have to be knowledgeable about a topic to expound on it.

Before anything, you have to draft an outline . Outlines are like task maps that get you from point A to point B. They don’t contain all the specifics of the topic, but they provide a reliable framework on what you need to do. Hence, they can be called a rough sketch. You can start with the biography research questions which you can generate ideas from later on. You can also identify important phases in the life of your John or Jane Doe and work his or her biography with those dates.

2. Introduction

Normally, writers will start from the moment the subject is born. A common mistake the new writers make after conducting their research about the subject is just avalanching facts and figures into the reader’s way. Instead of saying that he or she was born on April 24, 1997, you can start by describing what the town or city would have been like on that day. Then you lead the readers to the home of our little John or Jane. Try making the audience feel involved in the story, rather than just being spectators.

Remember, biographies are factual historical accounts. When writers are writing about someone famous, they tend to pour in praises about his or her life. Instead of dressing the subject as a saint, make the audience see that this personality is also like them. Don’t immortalize someone as a god who could do no wrong. Show that despite the human side of our John or Jane Doe, he or she made choices that landed him or her this biography that you’re preparing.

4. Conclusion

In our lives, death can mean the end. But that doesn’t have to be the case for our biography. Instead of cutting the narrative at the point when he or she died, speak about the ripples the subject has made in his or her life that affected the people around him or her. Show how he or she has touched the lives of others. Make the conclusion memorable for your audience.

The first draft should not be your final draft. Review what you prepared and check for possible revisions. There might be errors you missed the first time. You can have your friends or colleagues check your biography report. Go over the entire thing several times to make sure that the report’s quality is ready for submission.

Text prompt

Instructive
Professional

Generate a report on the impact of technology in the classroom on student learning outcomes

Prepare a report analyzing the trends in student participation in sports and arts programs over the last five years at your school.

How to Write a Good Academic Biography (Part 1)

When your journal article gets accepted or you are preparing for a public presentation, you will often be asked for a short academic biography. For many people, these academic bios are more difficult to write than a dissertation. How do you sum up yourself and your work in 3-5 sentences? What do you need to include? What should you leave out?

What You Should Do

Start with your full name followed by your current position, your general interests, and your current project, keeping them all very brief.
If you are within a year of receiving a prestigious award, mention that as well.
Finally, finish with a sentence that’s personal: add a hobby, a pet’s name, the city you live in—whatever you are comfortable with that is personal but not too private.

What You Should Avoid

Avoid speaking in the first person, i.e., don’t use “I.”
Don’t divulge details beyond your current position.
In a longer bio of multiple paragraphs, you may add more awards and information about your master’s and bachelor’s degrees, but not in a short bio. Moreover, don’t add anything that happened before grad school—including your place of birth. For example:

Hi! My name is Scott. I was originally born in Vermont and now I’m a professor at North Yankee University in Fargone, New York (in upstate New York). I study antelopes’ migration patterns and their impact of native grain growth. My interest in antelopes began as a teenager when I first saw one in the wild. I did my undergrad degree in biology at SUNY and my masters and UCLA and my PhD in Forestry at Hunter College.

Related: Finished drafting your academic biography and heading for an international conference? Check out this post now!

The above example is far too casual and Scott’s work and current position are overshadowed by all the other random details. This can be written in a much better way:

Scott Sampson is a professor of Wildlife Biology at North Yankee University. His work focuses specifically on the migration patterns of antelope and their impact on the growth of native grain. His favorite place to do research in his backyard, which opens to the Akron National Forest.

This improvised version is concise, relevant, and makes Scott’s bio appear professional while giving a short description of his personal details.

Longer Bios

For longer bios, follow the same basic rules, but go into a bit more depth about your work, your education, and your future projects or interests. You may also consider adding a line about your immediate family. But as always, leave the personal details for a short and friendly mention at the end of the bio.

Mostly, your bio will be used by someone to introduce you at a conference or public event so if you write your bio using these tips, you will help them give a smooth and accurate introduction. Remember that the bio is the first thing that people know about you so pack it full of the most important things about yourself!

If you would like to know more about different formats of academic biography, read the next article in this series!

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How to Write a Good Academic Biography (Part 2)

Writing an academic biography is part of many academic activities. Whether your paper is accepted…

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Biographical and Documentary Research (SIG #13)

An Introduction to Biographical Research

Among the numerous forms of biographical research in education, five types are often noted: scholarly chronicles, intellectual biography, life history writing, memoir biography, and narrative biography. These orientations may take the form of articles, vignettes, chapters, monographs, and full-length books. One need not draw fine distinctions among these different approaches, however, and each orientation offers particular strengths for the presentation of the biographical subject. Realms are crossed continually as the intent and purpose of the biographer become more clearly defined during the research process. Ultimately, biographers while engaged in their research are constantly examining their interpretive voices as much as the lives of their biographical subjects.

The scholarly chronicle is the most fundamental (and common) type of biographical research with its focus on the historical portrayal of an individual life. This basic research orientation constitutes telling the subject’s story in chronological order with emphasis upon the development of a quest plot (life pattern-stages) and the description of acts of recognition (or notoriety) as the biographer marches through the life of the biographical subject. The scholarly chronicle is often viewed as synonymous with biography; however, this research orientation is markedly different from other forms of biographical inquiry.

Another genre, intellectual biography, forsakes the need for basic chronological structure and develops a narrative of a life through the conceptual analysis of the subject’s motives and beliefs within the world of ideas. Those who write intellectual biography have overcome the interpretive angst of other educational researchers, what Rollyson (2005) has deemed “the biographical apologia,” who include pages of interviewee narrative and rich description but who refrain from interpreting motives and feelings. In contrast, the intellectual biographer recognizes and accepts the invasive yet justifiable analysis and overcomes the intrusive nature of inquiry with care resulting in self-reflective thoughtfulness and insight.

A third form of biographical research is defined as life history writing (and the narrative study of lives) with strong allegiance to the social science research traditions of oral history and narrative discourse and, specifically, great devotion to theoretical constructs from sociology and psychology. Case study paradigms emerge as life history writers address issues of generalizability, social interaction-social structure, and reliability and validity as well as the biographical quest of any study of a life. This research genre has taken many forms in the field of education, perhaps resonating most in the area of teacher education with the narrative study of teachers’ lives scholarship and, to a lesser degree, with the first-year teacher research that also remains loyal to aspects of intellectual biography (Goodson, 2008; Bullough, 2008).

In recent years a fourth genre, memoir biography (still distinct from autobiography and memoir) has begun to appear in the field of curriculum studies. Attention is devoted to the researcher’s motives in relation to the biographical subject and with emphasis upon the stylistic presentation of the biographer’s reflections and insights in relation to the factual account of the life. An interpretive narrative of the writer, alongside the presentation of the biographical subject, becomes part of the research. A life story is being told, yet in relation to the transactional experiences of the biographer that in turn influences and foreshadows similar experiences for the reader.

A fifth type, narrative biography, represents a dynamic portrayal of a life without the need for absolute facticity or a comprehensive account from birth to grave. Neither is this style burdened by the ultimate interpretation of the subject that must be accepted by the reader. Facts are recognized and some interpretations are accepted as being more significant than others; however, the biographer, though consciously aware of his or her personal emotions and reactions to the subject, acknowledges that the telling of the story is primarily defined by the subject in relation to the reader.

No definitive listing of biographical types can ever be constructed since, fortunately, new forms—content and process oriented—are continually being conceived and explored. Other more content-related designations include feminist biography (Alpern, et al., 1992; Ascher, et. al., 1984; Wagner-Martin, 1994) and black biography (Backscheider, 1997), all with emphasis upon identity and the restoration of the “invisible” subject.

Biography’s relationship to autobiography, memoir, and narrative research in education is well developed and will continually be redefined (Denzin, 1989; Epstein, 1991; Rollyson, 2008) Yet, with the emerging interest in biographical inquiry and with some growing interest in prosopography (group biography), little consensus of terminology exists; for example, it should be noted that while some qualitative researchers view the term as accurate, there are dramatic differences between biography and autobiography—much more than any slash or solidus can convey.

Alpern, S., Antler, J., Perry, E. I. & Scobie, I. W. (Eds.) (1992). . Urbana, Illinois: University of Illinois Press.
Ascher, C., DeSalvo, L., & Ruddick, S. (Eds.) (1984). . Boston: Beacon Press.
Backscheider, P. R. (1997). . New York: Oxford University Press.
Bullough, R. V., Jr. (2008). . Albany, NY: SUNY Press.
Denzin, N. (1989). . Thousand Oaks, CA: Sage Publications.
Epstein, W. (Ed.) (1991). . West Lafayette, IN: Purdue University Press.
Garraty, J. (1957). . New York: Knopf.
Goodson, I. (2008). . Rotterdam: Sense Publishers.
Josselson, R. & Lieblich, A. (Eds.) (1993). . Thousand Oaks, CA: Sage.
Oates, S. B. (Ed.) (1986). . Amherst, MA: University of Massachusetts Press.
Roberts, B. (2002). . London: Open University Press.
Rollyson, C. (2008). . Chicago: Ivan R. Dee.
Rollyson, C. (2005). Chicago: Ivan R. Dee.
Wagner-Martin, L. (1994). . New Brunswick: Rutgers University Press.

By Craig Kridel, University of South Carolina

PhDLife Blog

Sharing PhD experiences across the University of Warwick and beyond

How to Write an Academic Bio for Conferences

There are very few things as challenging as writing academic biographies (perhaps academic writing?). It seems simple, but things soon get awkward as you try to show how amazing you are without sounding arrogation or pretentious. Sophie shares her tips on writing a balanced bio…

It’s all going swimmingly until you read the Call for Papers: Please submit a proposal and brief bio.

What on earth is a bio (otherwise known as an ‘academic bio’)? And just how brief does it need to be? Writing an academic bio is a skill you can pick up like any other, and this article will take you through the basics of what to include, what to leave out, and how to craft this tricky piece of your academic arsenal.

Covering the Basics

Whatever discipline you’re working in, you’ll definitely need to include the following in your academic bio:

full name,
position (i.e. PhD student; PhD candidate),
institution.

All this should go into the first sentence, so it reads something like this:

Joe Bloggs is currently a PhD candidate [meaning he’s passed his upgrade] at the University of Warwick.

You can also mention your department, although it’s not strictly necessary for most of us.

The Big Picture

The rest of your academic bio should tell the reader about your research interests. Start by setting out your broad research question , whether that’s finding new ways to create Omega 3 in algae cultures or exploring fashion statements at Charles II’s court. Then focus it further; are you looking at a specific type of algae culture, or a particular poet who was into fashion? This is the most important part of your bio: it tells other people attending the conference where you’re coming from, and may present links between your research areas.

You can end your bio here, or add another sentence situating your research within wider scholarship. Is it important to reference your specific style of criticism, or how you’re leading on from recently-published developments in the field, for example? If it’s important for the theme of the conference, you may wish to add another sentence on the future directions of your research. However, if this isn’t relevant or necessary, feel free to leave it out, especially if you’ve been asked to submit a brief bio – best to keep it brief and stick to your research interests.

What Not to Do

Inevitably, we all do things early in our career/academic life that, with hindsight, make us cringe. To avoid that uncomfortable feeling in the future, four common errors are:

Treating your bio like a humorous essay : only include a joke if you’re sure it’s really, really funny (maybe check with a straight-talking friend).
Getting too personal : an academic bio is a chance to make an impression pre-conference, and it may be what people remember you by, so ensure that you stay professional.
Giving too much information : remember that an academic bio isn’t the same thing as a CV – the conference organisers don’t need to know where you did your undergrad, MA or how much you’ve won in grants.
Using exclamation marks : your writing should be relatively formal in style, so avoid coming across as too chatty – save your engaging manners for the big presentation day!

One final tip is to use the third person. This isn’t a hard and fast rule, but at some conferences, your bio will be read out as an introduction, so personally I prefer to start a sentence like Joe Bloggs above.

What do you think about this approach?

Any more tips for writing academic bios?

Text credits: Sophie Shorland

Sophie is a PhD student at Warwick, where she’s one of the organisers of the English Department’s annual postgraduate symposium for 2017. You can find out how to get involved in the symposium here , or check their Twitter here .

Biographical Essay: Tips and Tricks for Writing a Perfect Biography

Biographical essays are some of the most common texts you can find on the Internet. When you browse a Wiki article about your favorite singer, you are basically reading a biography paper.

However, in academia, there are certain rules students need to follow to get perfect marks for their papers. In this article, we will explore what a biographical essay is, why it matters, and how to write an essay about a person.

What is a biographical essay?

A biographical essay is a paper that focuses on telling the life story of a person. Depending on the assignment, the person in question can be a famous historical or contemporary figure, someone from an author’s surroundings, or the author themselves.

The contents of a biography essay generally include information about a person’s accomplishments and a story of their path to succeed in their field.

What does a biography look like?

Typical biographical writing focuses on providing a comprehensive overview of a person’s life. It starts with the subject’s childhood and shows their progression into adulthood. This generally includes mentions of their family, education, personal relationships, and notable events that may have led them to obtain an achievement. At the same time, true biographies often uncover struggles and difficulties that their subjects go through to present a full and trustworthy context of their lives.

However, when writing a biography paper, students have a certain word limit. This makes it hard to relay the entire life story of a person, so you have to pick and choose what you want to put in your writing.

How to choose a subject for a biography paper

Unless your assignment takes care of it, you have to choose a person to write an essay about on your own. There are several things to consider to solve this issue:

Contribution . Sometimes, you might have to write an essay about your neighbor for a creative writing class, but in academic writing, you have to choose a highly accomplished individual. Make sure that the subject of your future essay has contributed to their field of study or profession. Achievements and contributions are the most important things to write about in a biographical essay.
Recognition . It is hard to write essays about someone who is hardly known in their industry. The more recognition a person gets, the more sources you can find about their life and accomplishments.
Relevance . Choose someone whose work and contribution are still relevant to this day. This way, you can also include a passage about their significance in modern academia and how they continue to transform the world because of their brilliance.
Personal interest . It is more enjoyable to write about someone you find interesting. The research and writing will be much easier if you choose a person whom you personally consider a role model.

With these things in mind, selecting a subject for your biography paper will be a piece of cake. Just make sure that your future essay follows the guidelines set by your professor.

How to write a biography essay

After you choose a subject for your essay, it is time to begin writing. Let’s look at the biography essay outline you need to follow.

Introduction of a biographical essay

The first thing you need to understand is how to start a biography essay.

Every academic paper always starts with an introduction. In the introduction, you have to introduce a problem, express your opinion (though not always), and state a thesis statement which you will then defend with arguments.

A biographical essay introduction follows the same plan. But since the subject matter of this essay type is a real person, your task is to provide an overview of their achievements and why you consider their contribution to their field noteworthy.

Body of a biographical essay

In the body of your biography paper, you need to present important facts from the life of your subject.

However, it is essential to understand that not all aspects of a person's life have to be mentioned in a biography essay. For instance, you don’t need to mention how many spouses they had because it generally has nothing to do with their notable achievements. (Unless your essay is about Henry VIII!)

Let’s break down what points you may describe in the body of your biography paper.

Childhood . This part of your biographical essay should focus on the early life of your subject. Describe the conditions of their upbringing. When were they born? What country did they spend their childhood in? Who were their parents and what role did they play in your subject’s future accomplishments? Did the person in question start exhibiting their affinity to their field in childhood? Make sure to be brief in your writing, but still mention important details that can help your audience understand your subject’s genius better.
Education . You should also bring up your subject’s education. Make sure to pay special attention to their professional or higher education and their first achievements. Even if they didn’t get any education, you should also mention it and elaborate on what they did instead that helped them gain knowledge and experience to achieve recognition later.
Career and accomplishments . Generally, most well-known people start gaining recognition in the course of their careers. That’s why your biographical writing should also include a brief overview of your subject’s professional path. How did they start their career? What choices did they make that helped them get closer to success? When and what exactly did they do that brought them fame? This is where you can also give a timeline of their main achievements.
Contribution . This part has less to do with chronological description of a person’s life and more to do with how their accomplishments affected their field or industry. Bring up quotes from your subject’s contemporaries or look for newspaper articles and other official documentation that confirms their contribution. Summarize how this contribution changed or even revolutionized their field.

Use these guidelines to write the main part of your biographical essay. Always remember that the body of your paper should support the claim made in the introduction. So if your thesis states that John Doe was the greatest radiologist of his time, the facts you present in the body should serve as arguments in favor of this statement.

Conclusion of a biographical essay

Now, let’s learn how to end a biography essay. Like with other academic writing, your conclusion should summarize the main ideas written in the main part of your essay. You can reference your thesis once more and briefly explain why the subject of your essay is a notable figure in their field. However, you must not copy the same wording used in the earlier sections of your texts.

You may end your paper by explaining how the contributions made by the subject of the biography are still relevant to this day.

Summary: Biographical essay

Biographical essays are important assignments that help us learn more about famous people of the past. Learning about their contribution to society helps us keep their memory alive and better understand our history.

If you need help with writing your biography paper, you can rely on AI-generator Aithor. With Aithor, you can quickly find lists of trustworthy sources, create essay outlines, check your writing for grammatical errors, and much more! Write your perfect biographical essay with Aithor.

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Biographical Research: Getting Started

Getting Started
Reference Shelf
Finding Books
Finding Articles
National, Political
Literature, Science, Business, Social Science
Religion, Race, Ethnicity, Gender
Sports, Entertainment & Arts
Time Period & Obituaries
Primary Sources
Internet Resources
Citation & Writing Manuals
Genealogy Books
Genealogy Research Guide This link opens in a new window

Introduction

Before you start your research, check the correct spelling of the person’s name.

While you research, keep in mind that all sources can contain bias; the best biographical information will be signed by an author and will provide bibliographic citations for source material. Research Questions:

What do you already know about the person?
How much information do you want to find about the person?
What is the person's profession or notoriety?
How well known is the person?
Is the person’s nationality, ethnic background, gender, or affiliation significant?
Is the person living or deceased?
What dates are significant for this person?
Do you want autobiography, memoir, or interviews in addition to biographical sources?

www.biography.com

Q: How do I attribute biography.com when I use information from biographies on the site for a class project or for publication?

A: Biography.com includes citation examples in multiple formats at the end of each lengthy biography.

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Last Updated: Aug 27, 2024 3:05 PM
URL: https://fordham.libguides.com/Biography

In terms of bang for your buck, a biography research report packs a punch. It covers a wide range of standards-based skills, and it’s a meaningful student-centered project. Each step of the biographical writing process is outlined below, allowing you to make the most of every minute of instructional time.

Introduction

Kick off the assignment by breaking down the term biography. Lead students in a discussion about the word parts bio and graph. You can also take a moment to focus on the differences between a biography and an autobiography by discussing the meaning of the word part auto. Click here to read more about adding roots, prefixes, and suffixes to your curriculum.

Mentor Text

Start the biographical writing process by examining a mentor text. Mentor texts are pieces of writing that students can return to and reread for different purposes. They are texts that can be studied and imitated. To make sure you don’t overwhelm your students or bombard them with unnecessary information, select a short biographical excerpt (I use the John Muir chapter from Home of the Brave: An American History Book for Kids: 15 Immigrants Who Shaped US History ). After reading through the biographical excerpt together as a class, analyze the major components of a biography using discussion questions that you have prepared ahead of time. Focus your mentor text questions on content, structure, and connection. Three example questions are provided below.

Text Content: What details does the author provide to begin the biography?

Text Structure: How is the information in the text organized?

Text Connection: Which elements from this text would you like to include in your biography?

Biography Research Guide

Completing a biography research guide will help your students remain focused and on task. The format and structure of the research guide is based on the needs of your students. Hopefully, the items listed below will point you in the right direction.

Cover Page : It’s important to review the meaning of the term biography and require students to think critically about who they will research and why. Giving students room to pick the person they will research and write about is what makes this assignment student-centered. Even picking from a list of figures provides students with a sense of choice, helping them take ownership of their learning.

Things To Keep In Mind : Include a page that reviews important details and things to keep in mind during the research and writing process. You may also want to include space for students to record due dates.

Bibliography : A bibliography template with space to record source information is helpful for students to utilize while researching.

Research Template : Guide students through the research process with a comprehensive research template. In order to assist students in crafting a successful biography, include specific criteria for students to fill in while researching.

After completing the research portion of the project, your students will be prepared to start writing their biographies. Providing your students with a structured step-by-step outline will ensure that each paragraph of their biography is organized and focused.

Essay Template

An essay template is nice to have on hand for students that might be struggling with the writing process. It can also be used as a whole-class activity before independent writing begins. Modeling the writing process for students will ease the feelings of stress and provide your students with a roadmap for success. Observing others plays a vital role in how we acquire new knowledge and skills. When applied to this particular project, analyzing the mentor text and modeling the writing process are two ways in which observational learning can be applied.

“Observing others plays a vital role in how we acquire new knowledge and skills.” Albert Bandura, Social Learning Theory

Editing Checklist

An editing checklist is extremely helpful for peer or independent editing. Ideally, the checklist will include the assessment of essay content, structure, grammar, capitalization, punctuation, and spelling. The revising process is something that students will develop over time. Providing students with an editing checklist is a helpful learning scaffold until students feel comfortable revising their work independently.

Students need to start with the end in mind. Reviewing the rubric before starting the research and writing process gives students a clear understanding of the project expectations.

In addition to reinforcing research and writing skills, the biography project will provide your students with an opportunity to think critically about an influential figure and how they might apply some of the lessons learned to their own lives.

Are you ready to incorporate a biography research report into your curriculum, but don’t have the time to create all of the necessary components? Click here to download everything you need from Literacy in Focus on TpT. Printable and digital formats are included!

This post contains affiliate links. Click here to read my affiliate policy .

How To Structure A Successful Biography Research Project

Biographical Resources: A Research Guide: Introduction

Introduction.

National and International Biographies
Biographical Indexes
K. G. Saur Indexes & Microfiche
Subject Biographies
Dissertations and Theses
Research Help

We purchase access to new online versions of major biographical reference sources as they become available. Many important biographical resources are available in print and on microfilm. This guide combines online titles with the selected microform and print biography titles in the Olin and Africana reference collections. Online databases are available to Cornell users only.

Biography is a branch of the study of history. The reliability of biographical sources varies widely and is subject to the usual vagaries of historical studies: lack of accurate information, too much or conflicting information, too little information, psychological theorizing, etc. But a well-written biographical article in a reliable reference book or database can be a source of both pleasure and enlightenment. Enjoy!

For further information or to locate titles not listed here, always feel free to consult with the reference staff .

Reference Help

Permissions Information

If you wish to use or adapt any or all of the content of this Guide go to Cornell Library's Research Guides Use Conditions to review our use permissions and our Creative Commons license.

Next: National and International Biographies >>
Last Updated: Aug 29, 2024 2:04 PM
URL: https://guides.library.cornell.edu/biographyresearch

Examples of Biographical Statement and Abstract

Biographical statement.

Once articles have been selected and accepted for publication each year, authors will be asked to submit a biographical statement to be included in the Advocates’ Forum . The biographical statement should include the author(s) full name. In addition, it is also appropriate to discuss your personal history, academic program and/or field placement, and interest in the article’s subject. The biographical statement may not exceed 75 words. Below is an example taken from the 2009 volume of the Advocates’ Forum :

"Kathryn Saclarides is a second-year social administration student at the University of Chicago Crown Family School of Social Work, Policy, and Practice. She received a bachelor’s degree in anthropology and Spanish from Vanderbilt University and a master’s degree in bioethics from La Universidad Pontificia de Comillas in Madrid, Spain. Her current field placement is with the National Alliance of Latin American and Caribbean Communities (NALACC). She is interested in migration patterns, ethnic neighborhoods, and transnational communities."

The abstract should appear on the second page of your manuscript, immediately following the title page. The abstract should briefly summarize the argument advanced in your manuscript, and should be limited to no more than 100 words. For additional guidance on composing abstracts, refer to the Publication Manual of the American Psychological Association . Below is an example taken from an issue of Advocates’ Forum (Charlotte L. Hamilton, “Anti-Drug Legislation and the Rising Incarceration of Women: Recommendations for Future Sentencing Reform,” Advocates’ Forum [2005]: 33-43).

The Anti-Drug Abuse Acts of 1986 and 1988 led to a rapid increase in the number of incarcerated Americans. The rate of female incarceration has risen at a particularly high rate over the past 20 years. This article discusses the evolution of drug sentencing policy since 1986. It looks at characteristics of incarcerated women in order to understand how drug policy has influenced this population. The way women participate in the drug trade interacts with minimum sentencing laws to contribute to the rise in female incarceration. The article concludes with policy recommendations for a more equitable drug sentencing system.

How to Write a Biography in 8 Steps (The Non-Boring Way!)

Compelling biographies help us better connect with others while fostering empathy and understanding. Discover the steps to write one that captivates your audience!

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Have you ever been captivated by someone’s life story? From the ancient tales of great conquerors to the modern accounts of influential figures, biographies have enchanted readers and viewers for centuries.

The stories of real people’s lives not only entertain and educate but also provide a unique window into the human experience. In fact, according to research 1 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8796048/ , human stories like biographies can help us better connect with others while fostering empathy and understanding.

In this article, let’s dive into how to write a compelling biography, from the research phase to delivery.

What Are the Key Elements of a Biography?

The key elements of a well-written biography bring characters to life. They include thorough research, relevant interviews, clear structure, captivating prose, compelling themes, and a balance between objectivity and empathy.

Thorough research: Helps create an accurate portrayal of your subject
Relevant interviews: Insights help provide a deeper understanding of your subject
Clear structure: Helps you outline your ideas for a compelling narrative
Captivating prose: Provides descriptive language to paint a picture of your subject
Compelling themes: Showcases the motivations and desires behind your subject
A balance between objectivity and empathy: Keeps biases in check and allows your subject to shine for who they are

As you develop your biography, remember that these stories hold an enduring appeal because they offer people an opportunity to explore the depths of the human psyche, unravel extraordinary accomplishments, and discover the vulnerabilities and triumphs of individuals who have left their mark on the world.

Here are the topics a biography typically covers:

Early life and background : Provide context about the subject’s upbringing, family, and cultural influences.
Achievements and milestones: Highlight notable accomplishments, contributions, and significant events throughout their life.
Challenges and struggles: Explore the obstacles they faced, the lessons learned, and how they overcame adversity.
Personal characteristics: Describe their personality traits, values, beliefs, and motivations that shaped their actions and decisions.
Impact and legacy: Discuss the lasting influence and contributions of the subject, both during their lifetime and beyond.

Ready to start crafting your biography? Find greater success with this helpful goal-setting resource!

How To Set Better Goals Using Science

Do you set the same goals over and over again? If you’re not achieving your goals – it’s not your fault! Let me show you the science-based goal-setting framework to help you achieve your biggest goals.

Let’s look at the six key elements of a well-written biography more closely and the steps you can follow to develop your own.

How to Write a Biography in 8 Steps Using Key Elements

Choose your presentation format.

Presenting your biography can take on various forms, the most traditional being written form. The basis for this article assumes you’re writing a conventional biography; however, this foundation can also help you create a multimedia presentation or website as well.

Consider these various formats to present your biography:

Traditional Written Biographies: This classic approach provides a comprehensive account of a person’s life through the written word. Traditional biographies can be published in print or ebooks , allowing readers to engage deeply with the subject’s story.
Multimedia Presentations: In the digital age, multimedia presentations offer a dynamic way to present biographies. Incorporate audio, video, photographs, and interactive elements to enhance the audience’s experience.
Online Platforms: Online platforms, such as blogs or dedicated biography websites, provide accessible avenues for sharing biographies. They allow for easy updates, reader engagement, and the incorporation of multimedia elements.

Choose your subject and conduct research

To create a vivid and accurate portrayal of a person’s life, conduct extensive research. Dive into archives, read letters, examine diaries, explore photographs, and immerse yourself in the historical and cultural context surrounding your subject. This will help you unearth the small details that breathe life into your biography.

Whether you’re writing a biography about a historical figure, contemporary icon, or everyday individual, you’ll want to consider the different factors to focus on. Here are some examples of three types of individuals and the kind of research that will be most helpful.

Historical Figures: When writing about historical figures, immerse yourself in their era. Understand the social, political, and cultural forces that shaped their lives. I recommend visiting your local library and connecting with a research librarian for support. Otherwise, other tools for historical research include Google Scholar. Analyze primary sources and multiple perspectives to present a well-rounded account.
Contemporary Icons: Biographies of modern icons offer a chance to delve into their ongoing impact. Conduct interviews or gather insights from their close associates to understand their present-day influence. Stay current with the latest developments, and be prepared to update your work as the subject’s story unfolds.
Everyday Individuals: Biographies need not be reserved for the famous. Every day individuals possess stories that can be just as compelling. Uncover the extraordinary within the ordinary, highlighting the struggles, triumphs, and personal growth of individuals who might otherwise remain unsung.
Yourself! Want to write a biography on yourself? Autobiographies are a great way to explore who you are. Get ready to do some serious self-reflection with the steps below.

Pro Tip: Compile your research digitally using helpful cloud filings systems like Google Drive , OneDrive , or Dropbox . Organize your files by category, including information about their youth, family, achievements, and life lessons. You may also choose to write down research references or collect paper clippings on note cards, categorizing your physical files of research along the way.

Develop compelling themes and motifs

Identify overarching themes or motifs that emerge from the subject’s life. These could be resilience, ambition, love, or societal change. Weave these elements into the narrative, highlighting their significance and impact on the person’s journey. Here are some examples:

Overcoming Adversity: These biographies feature perseverance, resilience, and determination. Examples include Helen Keller, Nelson Mandela, and Malala Yousafzai.
Pursuit of Excellence: These biographies highlight people who have worked tirelessly to achieve their goals. Examples include Steve Jobs, Serena Williams, and Michael Jordan.
Quest for Knowledge: These biographies focus on the curiosity that led to significant contributions to our world. Examples include Albert Einstein, Marie Curie, and Charles Darwin.
Personal Transformation: These biographies explore a change in beliefs, values, or priorities. Examples include Malcolm X, Oprah Winfrey, and Maya Angelou.
Legacy and Impact: These biographies examine a body of work that made a lasting contribution to society. Examples include Martin Luther King Jr., Mother Teresa, and Mahatma Gandhi.

Conduct relevant interviews

Whenever possible, seek firsthand accounts from those who knew or interacted with the subject. Conduct interviews with family members, friends, colleagues, or experts in the field. Their insights and anecdotes can provide a deeper understanding of the person’s character and experiences.

When conducting interviews for a biography, consider the following tips to ensure a productive and insightful conversation:

Familiarize yourself with the interviewee’s background and accomplishments.
Develop a list of well-thought-out questions that cover key aspects of their lives and experiences, including questions about your subject’s youth, family, achievements, and life transitions or struggles.
Begin the interview by establishing a comfortable and friendly atmosphere to put the interviewee at ease.
Show genuine interest in their story and listen actively to their responses.
Ask open-ended questions encouraging detailed and reflective responses.
Avoid yes/no questions and ask for their insights, memories, and personal perspectives.
Some topics you might consider for your questions include early life, achievements, challenges, motivations, values, relationships, lessons learned, and advice.
Pay close attention to the interviewee’s answers, body language, and tone of voice.
Ask follow-up questions to clarify or delve deeper into specific topics.
Show empathy and understanding, creating a safe space for the interviewee to share personal or sensitive information.
Remain flexible during the interview, allowing the conversation to flow naturally.
Be prepared to deviate from your prepared questions if unexpected but relevant topics arise.
Respect the interviewee’s boundaries and be mindful of any topics they may not wish to discuss.
Take thorough and organized notes during the interview to capture important details.
Consider recording the interview (with permission) to ensure accurate quotes and references.
Ask for permission to follow up with additional questions or for clarification.
Doing a biography on yourself? Ask yourself deep questions to harvest new stories and anecdotes.

Remember, the goal of the interview is to gather valuable information and personal perspectives that will contribute to the authenticity and depth of your biography. Approach the interview process with sensitivity, respect, and genuine curiosity about the interviewee’s life and experiences.

Develop a clear structure

Outline your biography, ensuring a logical and engaging narrative flow. Consider the chronological order, significant milestones, and turning points in the subject’s life. Organize your gathered information to capture the essence of their journey while maintaining a compelling rhythm throughout.

A good outline for a biography can vary depending on the specific subject and the desired structure of the narrative. However, here’s a general outline that can serve as a starting point:

A. Introduction

a) Hook or engaging opening to capture the reader’s attention

b) Background information (birthplace, date, family, etc.)

c) A brief overview of the subject’s significance or why they are worth exploring

B. Early Life and Background

a) Childhood and upbringing

b) Influences, such as family, education, or cultural factors

c) Formative experiences or events that shaped the subject’s character or interests

C. Major Achievements and Milestones

a) A chronological exploration of the subject’s notable accomplishments, contributions, or milestones

b) Focus on key moments or achievements that highlight their impact or significance.

c) Provide context and details to paint a vivid picture of their achievements

D. Challenges and Obstacles

a) Discussion of the challenges, setbacks, or adversities the subject encountered

b) How they overcame obstacles or grew through difficult experiences

c) Insights into their resilience, determination, or problem-solving abilities

E. Personal Life and Relationships

a) Exploration of the subject’s relationships, such as family, friends, or romantic partners

b) Insights into their personal joys, struggles, or transformative experiences

c) How their personal life intersected with their professional or public achievements

F. Legacy and Impact

a) Examination of the subject’s lasting influence, contributions, or impact on society

b) Discuss how their work or actions continue to resonate or shape the world today

c) Reflection on their legacy and the lessons we can learn from their life story

G. Conclusion

a) Summarize the key aspects of the subject’s life and their significance

b) Provide a final reflection or insight on their overall journey or impact

c) Leave the reader with a lasting impression or call to action

Pro Tip: Looking for help drafting an outline to get you started? Use free tools like ChatGPT to jumpstart your outline by putting in a prompt request like, “Write an outline for a biography about X, including any relevant details on the subject that should be included.”

Craft captivating prose

Employ descriptive language to transport readers into the subject’s world. Paint vivid portraits of their physical appearance, mannerisms, and surroundings. Use sensory details to evoke emotions and create a strong connection between the reader and the subject.

Here are some examples:

“She was a force of nature, with a fierce determination and an unwavering commitment to justice.” (Ruth Bader Ginsburg)
“His piercing blue eyes seemed to look right through you, and his voice had a commanding presence that demanded attention.” (Winston Churchill)
“She moved with a grace and elegance that belied her inner strength and resilience.” (Audrey Hepburn)
“His rugged features and piercing gaze made him a natural leading man, but it was his depth and vulnerability that set him apart.” (Marlon Brando)
“She had a contagious energy and a magnetic personality that drew people to her like a moth to a flame.” (Princess Diana)
“His quiet intensity and unwavering dedication to his craft made him one of the greatest artists of his time.” (Leonardo da Vinci)

Action Step: While writing descriptive prose takes some practice, it’s an art you can master with little creative writing skills. To help you write descriptive prose, practice closing your eyes and imagining your subject.

What expression is on their face?
How are they dressed?
What does their body language express?
How do they smell?
How do they make you feel?
How do they make others feel?
What’s in their surroundings?
What are they doing with their hands?
What do you imagine they’re thinking about?

With questions like these, you’ll start to use descriptive language to bring your subject to life.

Build a balance of objectivity and empathy

Strive for an objective portrayal while infusing empathy and understanding into your writing. Remain aware of biases and preconceived notions, giving your subject the space to shine in their unique light.

To check yourself, filter your writing and interviewing with these tips:

Verify Information: Cross-reference information from various sources to ensure accuracy. Use tools like Fact Check Explorer to fact-check claims, dates, and events to avoid errors or inaccuracies that could skew the narrative.
Multiple Perspectives: Seek out different viewpoints on the subject. This includes interviewing or reaching out to people with significant interactions or relationships with the subject. Incorporating diverse perspectives can counterbalance biases and provide a broader understanding.
Empathetic Listening: During interviews or conversations, practice active listening and empathize with the interviewee’s experiences and emotions. This allows you to understand the subject’s perspective and incorporate their insights and feelings into the narrative.
Contextualize Emotions: When sharing the subject’s emotional experiences or personal struggles, provide sufficient context and background. This helps readers understand the motivations and circumstances behind their actions and allows for empathetic understanding without veering into excessive sentimentality.
Credible Interpretation: While interpreting the subject’s thoughts, motives, or intentions, be clear about what is factual and what is speculative. Clearly distinguish between evidence-based information and your interpretations to maintain objectivity.
Respect Boundaries: Be mindful of the subject’s privacy and any requests they may have regarding sensitive or personal information. Respecting their boundaries shows empathy and allows for a respectful portrayal while maintaining the necessary level of objectivity.
Acknowledge Limitations: Recognize that achieving complete objectivity in a biography is challenging. Biases can inadvertently seep into the narrative. However, by being aware of your biases and consciously presenting a fair and balanced account, you can mitigate their influence.

Respect truth, privacy, and sensitivity

Remember, writing biographies carries ethical responsibilities. It’s important to maintain accuracy through credible research and gain consent while being sensitive to controversial or difficult topics. Here are some considerations:

Accuracy: Maintain a commitment to truth and accuracy. Verify facts and corroborate information from multiple sources to ensure the reliability of your narrative. Cite your sources and be transparent about any uncertainties or gaps in knowledge.
Privacy and Consent: Respect the privacy of living individuals mentioned in your biography. Seek consent when sharing personal details or sensitive information. Balance the subject’s right to privacy with the importance of honesty and transparency.
Sensitivity: Approach sensitive or controversial topics with care and empathy. Consider the potential impact of your words on the subject’s loved ones or affected communities—present differing perspectives without sensationalism or bias.

Writing a Biography FAQs

The length of a biography can vary greatly, depending on the subject and the depth of exploration. Some biographies span a few hundred pages, while others extend to multiple volumes. Focus on capturing the subject’s life’s essence rather than strictly adhering to a predetermined length.

Some common mistakes to avoid when writing a biography include the following: Lack of thorough research or reliance on a single source. Inaccurate or misleading information. Excessive personal bias or projection onto the subject. Neglecting to verify facts or failing to cite sources. Poor organization or a disjointed narrative flow. Neglecting to balance objectivity with empathy. Overloading the biography with irrelevant details or digressions. Failing to respect privacy or ethical considerations.

While chronological order is commonly used in biographies, it is not required. Some biographers employ a thematic approach or explore specific periods or events in the subject’s life. Experiment with different structures to find the most engaging way to tell your subject’s story.

The purpose of writing a biography is to capture and share an individual’s life story. Biographies provide insights into a person’s experiences, achievements, and challenges, offering readers inspiration, knowledge, and understanding. They preserve the legacy of individuals, contribute to historical records, and celebrate the diversity of human lives.

When choosing a subject for your biography, consider someone who inspires you, interests you, or has significantly impacted society. It could be a historical figure, a contemporary icon, or even an everyday individual with a remarkable story. Choose a subject with sufficient available information, access to primary sources or interviews, and a narrative that resonates with you and potential readers.

Key elements to include in a biography are: Early life and background: Provide context about the subject’s upbringing, family, and cultural influences. Achievements and milestones: Highlight notable accomplishments, contributions, and significant events throughout their life. Challenges and struggles: Explore the obstacles they faced, the lessons learned, and how they overcame adversity. Personal characteristics: Describe their personality traits, values, beliefs, and motivations that shaped their actions and decisions. Impact and legacy: Discuss the lasting influence and contributions of the subject, both during their lifetime and beyond.

Including personal anecdotes can add depth and humanize the subject of your biography. However, be selective and ensure that the stories are relevant, contribute to understanding the person’s character or experiences, and align with the overall narrative. Balancing personal anecdotes with factual information is critical to maintaining accuracy and credibility.

Conducting research for a biography involves exploring a variety of sources. Start with primary sources such as personal papers, letters, journals, and interviews with the subject or people who knew them. Secondary sources such as books, articles, and academic papers provide additional context and perspectives. Online databases, archives, libraries, and museums are valuable resources for finding relevant information.

Consult a wide range of sources to ensure a comprehensive and accurate biography. Primary sources, such as personal documents, letters, diaries, and interviews, offer firsthand accounts and unique insights. Secondary sources provide broader context and analysis, including books, articles, scholarly works, and historical records. Remember to evaluate the credibility and reliability of your sources critically.

Organize the information in your biography logically and engagingly. Consider using a chronological structure, starting with the subject’s early life and progressing through significant events and milestones. Alternatively, adopt a thematic approach, grouping related information based on themes or significant aspects of their life. Use clear headings, subheadings, and transitions to guide readers through the narrative flow.

Writing Biographies Key Takeaways

In summary, take note of these ideas and tips before you start writing your biography:

Biographies hold enduring appeal, offering a glimpse into the human experience across time.
Thorough research, interviews, and captivating prose are essential for crafting compelling biographies.
Ethical considerations, such as accuracy, privacy, and sensitivity, are crucial when writing about real people’s lives.
Choose subjects that genuinely inspire and resonate with you.
Immerse yourself in the subject’s world to understand their motivations and challenges.
Develop strong research skills and utilize a wide range of sources.
Craft a compelling narrative that engages readers from the very first page.
Seek feedback from trusted sources to refine your writing and storytelling abilities.
Continuously explore new biographies to broaden your understanding of different styles and approaches.
Embrace the unique voice and perspective you bring to the storytelling process.

Writing a biography book? Check out this helpful article, How to Write a Book: 10 Questions to Ask Before You Start Writing !

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Education and Communications

How to Write a Biography

Last Updated: May 28, 2024 Fact Checked

This article was co-authored by Stephanie Wong Ken, MFA . Stephanie Wong Ken is a writer based in Canada. Stephanie's writing has appeared in Joyland, Catapult, Pithead Chapel, Cosmonaut's Avenue, and other publications. She holds an MFA in Fiction and Creative Writing from Portland State University. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 1,877,779 times.

Writing a biography can be a fun challenge, where you are sharing the story of someone’s life with readers. You may need to write a biography for a class or decide to write one as a personal project. Once you have identified the subject of the biography, do your research so you know as much about them as possible. Then, dive into the writing of the biography and revising it until it is at its finest.

Researching Your Subject

Step 1 Ask the subject for permission to write the biography.

If the subject does not give you permission to write the biography, you may want to choose a different subject. If you decide to publish the biography without the subject’s permission, you may be susceptible to legal action by the subject.
If the subject is no longer alive, you obviously do not need to ask permission to write about them.

Step 2 Look for primary sources about the subject.

You may create research questions to help focus your research of the subject, such as, What do I find interesting about the subject? Why is this subject important to readers? What can I say that is new about the subject? What would I like to learn more about?

Step 3 Conduct interviews with the subject and those close to them.

For in person interviews, record them with a tape recorder or a voice recorder on your computer or phone.
You may need to interview the subject and others several times to get the material you need.

Step 4 Visit locations that are important to the subject.

You may also want to visit areas where the subject made a major decision or breakthrough in their life. Being physically in the area can give you a sense of how the subject might have felt and help you write their experiences more effectively.

Step 5 Study the time and place of the subject’s life.

When researching the time period ask yourself: What were the social norms of that time? What was going on economically and politically? How did the social and political climate affect the subject?

You may also include historical events or moments that affected the subject on the timeline. For example, maybe there was a conflict or civil war that happened during the person’s life that affected their life.

Writing the Biography

Step 1 Go for a chronological structure.

You may end up focusing on particular areas of the person’s life. If you do this, work through a particular period in the person’s life chronologically.

Step 2 Create a thesis for the biography.

For example, you may have a thesis statement about focusing on how the person impacted the civil rights movement in America in the 1970s. You can then make sure all your content relates back to this thesis.

Flashbacks should feel as detailed and real as present day scenes. Use your research notes and interviews with the subject to get a good sense of their past for the flashbacks.
For example, you may jump from the person’s death in the present to a flashback to their favorite childhood memory.

Step 4 Focus on major events and milestones.

For example, you may focus on the person’s accomplishments in the civil rights movement. You may write a whole section about their contributions and participation in major civil rights marches in their hometown.

Step 5 Identify a major theme or pattern in the person’s life.

For example, you may notice that the person’s life is patterned with moments of adversity, where the person worked hard and fought against larger forces. You can then use the theme of overcoming adversity in the biography.

Step 6 Include your own opinions and thoughts about the person.

For example, you may note how you see parallels in the person’s life during the civil rights movement with your own interests in social justice. You may also commend the person for their hard work and positive impact on society.

Polishing the Biography

Step 1 Show the biography to others for feedback.

Revise the biography based on feedback from others. Do not be afraid to cut or edit down the biography to suit the needs of your readers.

Having a biography riddled with spelling, grammar, and punctuation errors can turn off your readers and result in a poor grade if you are handing in the text for a class.

If the biography is for a class, use MLA , APA , or Chicago Style citations based on the preferences of your instructor.

Biography Help

Community Q&A

Be careful when publishing private or embarrassing information, especially if the person is not a celebrity. You may violate their "Right of Privacy" or equivalent. Thanks Helpful 31 Not Helpful 5
Have the sources to back up your statements about the subject's life. Untruthful written statements can lead to litigation. If it is your opinion, be clear that it is such and not fact (although you can support your opinion with facts). Thanks Helpful 16 Not Helpful 15

↑ https://grammar.yourdictionary.com/writing/how-to-write-a-biography.html
↑ https://au.indeed.com/career-advice/career-development/how-to-write-a-bio
↑ https://www.writersdigest.com/writing-articles/3-tips-for-writing-successful-flashbacks
↑ https://www.grammarly.com/blog/how-to-write-bio/
↑ https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/
↑ https://www.plagiarism.org/article/how-do-i-cite-sources

About This Article

Before you write a biography, gather as much information about the subject that you can from sources like newspaper articles, interviews, photos, existing biographies, and anything else you can find. Write the story of that person’s life, including as much supporting detail as you can, including information about the place and time where the person lived. Focus on major events and milestones in their life, including historical events, marriage, children, and events which would shape their path later in life. For tips from our reviewer on proofreading the biography and citing your sources, keep reading! Did this summary help you? Yes No

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Blog • Perfecting your Craft

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How to Write a Biography: A 7-Step Guide [+Template]

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From time to time, nonfiction authors become so captivated by a particular figure from either the present or the past, that they feel compelled to write an entire book about their life. Whether casting them as heroes or villains, there is an interesting quality in their humanity that compels these authors to revisit their life paths and write their story.

However, portraying someone’s life on paper in a comprehensive and engaging way requires solid preparation. If you’re looking to write a biography yourself, in this post we’ll share a step-by-step blueprint that you can follow.

How to write a biography:

1. Seek permission when possible

2. research your subject thoroughly, 3. do interviews and visit locations, 4. organize your findings, 5. identify a central thesis, 6. write it using narrative elements, 7. get feedback and polish the text.

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While you technically don’t need permission to write about public figures (or deceased ones), that doesn't guarantee their legal team won't pursue legal action against you. Author Kitty Kelley was sued by Frank Sinatra before she even started to write His Way , a biography that paints Ol Blue Eyes in a controversial light. (Kelley ended up winning the lawsuit, however).

Whenever feasible, advise the subject’s representatives of your intentions. If all goes according to plan, you’ll get a green light to proceed, or potentially an offer to collaborate. It's a matter of common sense; if someone were to write a book about you, you would likely want to know about it well prior to publication. So, make a sincere effort to reach out to their PR staff to negotiate an agreement or at least a mutual understanding of the scope of your project.

At the same time, make sure that you still retain editorial control over the project, and not end up writing a puff piece that treats its protagonist like a saint or hero. No biography can ever be entirely objective, but you should always strive for a portrayal that closely aligns with facts and reality.

If you can’t get an answer from your subject, or you’re asked not to proceed forward, you can still accept the potential repercussions and write an unauthorized biography . The “rebellious act” of publishing without consent indeed makes for great marketing, though it’ll likely bring more headaches with it too.

✋ Please note that, like other nonfiction books, if you intend to release your biography with a publishing house , you can put together a book proposal to send to them before you even write the book. If they like it enough, they might pay you an advance to write it.

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Once you’ve settled (or not) the permission part, it’s time to dive deep into your character’s story.

Deep and thorough research skills are the cornerstone of every biographer worth their salt. To paint a vivid and accurate portrait of someone's life, you’ll have to gather qualitative information from a wide range of reliable sources.

Start with the information already available, from books on your subject to archival documents, then collect new ones firsthand by interviewing people or traveling to locations.

Browse the web and library archives

Illustration of a biographer going into research mode.

Put your researcher hat on and start consuming any piece on your subject you can find, from their Wikipedia page to news articles, interviews, TV and radio appearances, YouTube videos, podcasts, books, magazines, and any other media outlets they may have been featured in.

Establish a system to orderly collect the information you find 一 even seemingly insignificant details can prove valuable during the writing process, so be sure to save them.

Depending on their era, you may find most of the information readily available online, or you may need to search through university libraries for older references.

For his landmark biography of Alexander Hamilton, Ron Chernow spent untold hours at Columbia University’s library , reading through the Hamilton family papers, visiting the New York Historical Society, as well as interviewing the archivist of the New York Stock Exchange, and so on. The research process took years, but it certainly paid off. Chernow discovered that Hamilton created the first five securities originally traded on Wall Street. This finding, among others, revealed his significant contributions to shaping the current American financial and political systems, a legacy previously often overshadowed by other founding fathers. Today Alexander Hamilton is one of the best-selling biographies of all time, and it has become a cultural phenomenon with its own dedicated musical.

Besides reading documents about your subject, research can help you understand the world that your subject lived in.

Try to understand their time and social environment

Many biographies show how their protagonists have had a profound impact on society through their philosophical, artistic, or scientific contributions. But at the same time, it’s worth it as a biographer to make an effort to understand how their societal and historical context influenced their life’s path and work.

An interesting example is Stephen Greenblatt’s Will in the World . Finding himself limited by a lack of verified detail surrounding William Shakespeare's personal life, Greenblatt, instead, employs literary interpretation and imaginative reenactments to transport readers back to the Elizabethan era. The result is a vivid (though speculative) depiction of the playwright's life, enriching our understanding of his world.

Painting of William Shakespeare in colors

Many readers enjoy biographies that transport them to a time and place, so exploring a historical period through the lens of a character can be entertaining in its own right. The Diary of Samuel Pepys became a classic not because people were enthralled by his life as an administrator, but rather from his meticulous and vivid documentation of everyday existence during the Restoration period.

Once you’ve gotten your hands on as many secondary sources as you can find, you’ll want to go hunting for stories first-hand from people who are (or were) close to your subject.

With all the material you’ve been through, by now you should already have a pretty good picture of your protagonist. But you’ll surely have some curiosities and missing dots in their character development to figure out, which you can only get by interviewing primary sources.

Interview friends and associates

This part is more relevant if your subject is contemporary, and you can actually meet up or call with relatives, friends, colleagues, business partners, neighbors, or any other person related to them.

In writing the popular biography of Steve Jobs, Walter Isaacson interviewed more than one hundred people, including Jobs’s family, colleagues, former college mates, business rivals, and the man himself.

🔍 Read other biographies to get a sense of what makes a great one. Check out our list of the 30 best biographies of all time , or take our 30-second quiz below for tips on which one you should read next.

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When you conduct your interviews, make sure to record them with high quality audio you can revisit later. Then use tools like Otter.ai or Descript to transcribe them 一 it’ll save you countless hours.

You can approach the interview with a specific set of questions, or follow your curiosity blindly, trying to uncover revealing stories and anecdotes about your subject. Whatever your method, author and biography editor Tom Bromley suggests that every interviewer arrives prepared, "Show that you’ve done your work. This will help to put the interviewee at ease, and get their best answers.”

Bromley also places emphasis on the order in which you conduct interviews. “You may want to interview different members of the family or friends first, to get their perspective on something, and then go directly to the main interviewee. You'll be able to use that knowledge to ask sharper, more specific questions.”

Finally, consider how much time you have with each interviewee. If you only have a 30-minute phone call with an important person, make it count by asking directly the most pressing questions you have. And, if you find a reliable source who is also particularly willing to help, conduct several interviews and ask them, if appropriate, to write a foreword as part of the book’s front matter .

Sometimes an important part of the process is packing your bags, getting on a plane, and personally visiting significant places in your character’s journey.

Visit significant places in their life

A place, whether that’s a city, a rural house, or a bodhi tree, can carry a particular energy that you can only truly experience by being there. In putting the pieces together about someone’s life, it may be useful to go visit where they grew up, or where other significant events of their lives happened. It will be easier to imagine what they experienced, and better tell their story.

In researching The Lost City of Z , author David Grann embarked on a trek through the Amazon, retracing the steps of British explorer Percy Fawcett. This led Grann to develop new theories about the circumstances surrounding the explorer's disappearance.

Still from the movie The Lost City of Z in which the explorer is surrounded by an Amazon native tribe

Hopefully, you won’t have to deal with jaguars and anacondas to better understand your subject’s environment, but try to walk into their shoes as much as possible.

Once you’ve researched your character enough, it’s time to put together all the puzzle pieces you collected so far.

Take the bulk of notes, media, and other documents you’ve collected, and start to give them some order and structure. A simple way to do this is by creating a timeline.

Create a chronological timeline

It helps to organize your notes chronologically 一 from childhood to the senior years, line up the most significant events of your subject’s life, including dates, places, names and other relevant bits.

You should be able to divide their life into distinct periods, each with their unique events and significance. Based on that, you can start drafting an outline of the narrative you want to create.

Draft a story outline

Since a biography entails writing about a person’s entire life, it will have a beginning, a middle, and an end. You can pick where you want to end the story, depending on how consequential the last years of your subject were. But the nature of the work will give you a starting character arc to work with.

To outline the story then, you could turn to the popular Three-Act Structure , which divides the narrative in three main parts. In a nutshell, you’ll want to make sure to have the following:

Act 1. Setup : Introduce the protagonist's background and the turning points that set them on a path to achieve a goal.
Act 2. Confrontation : Describe the challenges they encounter, both internal and external, and how they rise to them. Then..
Act 3. Resolution : Reach a climactic point in their story in which they succeed (or fail), showing how they (and the world around them) have changed as a result.

Only one question remains before you begin writing: what will be the main focus of your biography?

Think about why you’re so drawn to your subject to dedicate years of your life to recounting their own. What aspect of their life do you want to highlight? Is it their evil nature, artistic genius, or visionary mindset? And what evidence have you got to back that up? Find a central thesis or focus to weave as the main thread throughout your narrative.

Cover of Hitler and Stalin by Alan Bullock

Or find a unique angle

If you don’t have a particular theme to explore, finding a distinct angle on your subject’s story can also help you distinguish your work from other biographies or existing works on the same subject.

Plenty of biographies have been published about The Beatles 一 many of which have different focuses and approaches:

Philip Norman's Shout is sometimes regarded as leaning more towards a pro-Lennon and anti-McCartney stance, offering insights into the band's inner dynamics.
Ian McDonald's Revolution in the Head closely examines their music track by track, shifting the focus back to McCartney as a primary creative force.
Craig Brown's One Two Three Four aims to capture their story through anecdotes, fan letters, diary entries, and interviews.
Mark Lewisohn's monumental three-volume biography, Tune In , stands as a testament to over a decade of meticulous research, chronicling every intricate detail of the Beatles' journey.

Finally, consider that biographies are often more than recounting the life of a person. Similar to how Dickens’ Great Expectations is not solely about a boy named Pip (but an examination and critique of Britain’s fickle, unforgiving class system), a biography should strive to illuminate a broader truth — be it social, political, or human — beyond the immediate subject of the book.

Once you’ve identified your main focus or angle, it’s time to write a great story.

Illustration of a writer mixing storytelling ingredients

While biographies are often highly informative, they do not have to be dry and purely expository in nature . You can play with storytelling elements to make it an engaging read.

You could do that by thoroughly detailing the setting of the story , depicting the people involved in the story as fully-fledged characters , or using rising action and building to a climax when describing a particularly significant milestone of the subject’s life.

One common way to make a biography interesting to read is starting on a strong foot…

Hook the reader from the start

Just because you're honoring your character's whole life doesn't mean you have to begin when they said their first word. Starting from the middle or end of their life can be more captivating as it introduces conflicts and stakes that shaped their journey.

When he wrote about Christopher McCandless in Into the Wild , author Jon Krakauer didn’t open his subject’s childhood and abusive family environment. Instead, the book begins with McCandless hitchhiking his way into the wilderness, and subsequently being discovered dead in an abandoned bus. By starting in the middle of the action in medias res, Krakauer hooks the reader’s interest, before tracing back the causes and motivations that led McCandless to die alone in that bus in the first place.

Chris McCandless self-portrait in front of the now iconic bus

You can bend the timeline to improve the reader’s reading experience throughout the rest of the story too…

Play with flashback

While biographies tend to follow a chronological narrative, you can use flashbacks to tell brief stories or anecdotes when appropriate. For example, if you were telling the story of footballer Lionel Messi, before the climax of winning the World Cup with Argentina, you could recall when he was just 13 years old, giving an interview to a local newspaper, expressing his lifelong dream of playing for the national team.

Used sparsely and intentionally, flashbacks can add more context to the story and keep the narrative interesting. Just like including dialogue does…

Reimagine conversations

Recreating conversations that your subject had with people around them is another effective way to color the story. Dialogue helps the reader imagine the story like a movie, providing a deeper sensory experience.

One thing is trying to articulate the root of Steve Jobs’ obsession with product design, another would be to quote his father , teaching him how to build a fence when he was young: “You've got to make the back of the fence just as good looking as the front of the fence. Even though nobody will see it, you will know. And that will show that you're dedicated to making something perfect.”

Unlike memoirs and autobiographies, in which the author tells the story from their personal viewpoint and enjoys greater freedom to recall conversations, biographies require a commitment to facts. So, when recreating dialogue, try to quote directly from reliable sources like personal diaries, emails, and text messages. You could also use your interview scripts as an alternative to dialogue. As Tom Bromley suggests, “If you talk with a good amount of people, you can try to tell the story from their perspective, interweaving different segments and quoting the interviewees directly.”

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These are just some of the story elements you can use to make your biography more compelling. Once you’ve finished your manuscript, it’s a good idea to ask for feedback.

If you’re going to publish your own biography, you’ll have to polish it to professional standards. After leaving your work to rest for a while, look at it with fresh eyes and edit your own manuscript eliminating passive voice, filler words, and redundant adverbs.

Illustration of an editor reviewing a manuscript

Then, have a professional editor give you a general assessment. They’ll look at the structure and shape of your manuscript and tell you which parts need to be expanded on or cut. As someone who edited and commissioned several biographies, Tom Bromley points out that a professional “will look at the sources used and assess whether they back up the points made, or if more are needed. They would also look for context, and whether or not more background information is needed for the reader to understand the story fully. And they might check your facts, too.”

In addition to structural editing, you may want to have someone copy-edit and proofread your work.

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Importantly, make sure to include a bibliography with a list of all the interviews, documents, and sources used in the writing process. You’ll have to compile it according to a manual of style, but you can easily create one by using tools like EasyBib . Once the text is nicely polished and typeset in your writing applications , you can prepare for the publication process.

In conclusion, by mixing storytelling elements with diligent research, you’ll be able to breathe life into a powerful biography that immerses readers in another individual’s life experience. Whether that’ll spark inspiration or controversy, remember you could have an important role in shaping their legacy 一 and that’s something not to take lightly.

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Jun 23, 2023

Biographical Essay Examples: Learn How to Tell a Compelling Life Story in Writing

Explore the art of storytelling through captivating biographical essays. Join us on a journey of discovery as we unveil inspiring examples that teach you how to craft compelling life stories. Step into the world of biography writing and learn how to engage readers with fascinating narratives. Get ready to bring extraordinary lives to life on the page!

The art of storytelling has been an integral part of human culture since the dawn of civilization. It is through stories that we learn about the lives of others, understand different perspectives, and gain insight into the human experience. Biographical essays, in particular, provide a unique opportunity to delve into the life story of an individual and share their journey with readers. In this article, we will explore biographical essay examples and learn how to tell a compelling life story in writing.

What Is a Biographical Essay?

A biographical essay is a piece of writing in which you narrate the life story of an individual. It provides an opportunity for you to conduct research and discover fascinating details and perspectives concerning someone. A biographical essay is also a written account of an individual's life, highlighting their achievements, experiences, and personal characteristics. It can be about historical figures, famous personalities, or even ordinary people who have made a significant impact on the world or those around them. Biographical essays are often used in academic settings to provide insight into a person's life and contributions, but they can also be written for personal, professional, or entertainment purposes.

One of the key elements of a compelling biographical essay is a well-crafted narrative. The narrative structure helps to engage readers and keeps them interested in the story being told. A

A good biographical essay should have a clear beginning, middle, and end, just like any other story. It should have a strong opening that hooks the reader, a well-paced middle that provides details about the person's life, and a satisfying conclusion that ties everything together.

Biographical Essay Writing Tips

Writing a biographical essay requires careful planning, research, and storytelling skills to create a compelling narrative that captures the essence of a person's life. Here are some tips to help you craft an engaging biographical essay:

Choose a Fascinating Subject:

The first step in writing a biographical essay is to choose a subject whose life story is intriguing and resonates with your audience. Whether it's a historical figure, a famous personality, or an ordinary person who has made a difference, ensure that your subject has a compelling life story that is worth exploring and sharing.

Conduct Thorough Research:

Research is the foundation of any biographical essay. Conduct in-depth research on your subject, including their background, achievements, challenges, and contributions. Utilize primary and secondary sources, such as biographies, memoirs, interviews, and historical records, to gather accurate and reliable information. This research will provide the basis for your essay and ensure that your writing is well-informed and credible.

Develop a Clear Outline:

Before you start writing, develop a clear outline that organizes your ideas and provides a structure for your essay. Outline the main sections of your essay , such as the introduction, background information, key events or milestones, challenges faced, achievements, and conclusion. This will help you maintain a coherent and organized flow throughout your essay.

Tell a Story:

A biographical essay is not just a collection of facts, but a compelling story that engages the reader. Use storytelling techniques, such as vivid descriptions, dialogues, and anecdotes, to bring your subject's life to life on the page. Focus on key events or moments that shaped your subject's life and highlight their emotions, motivations, and experiences. This will create a personal connection between the reader and your subject, making your essay more engaging and memorable.

Be Objective and Balanced:

While it's important to be inspired by your subject, strive to maintain objectivity and balance in your writing. Present a well-rounded and nuanced view of your subject, including their strengths, weaknesses, successes, and failures. Avoid bias or exaggeration, and ensure that your essay is based on factual information and credible sources.

Provide Context:

Provide context for your subject's life story by incorporating relevant historical, social, or cultural information. This will help readers understand the background and circumstances in which your subject lived and provide a deeper understanding of their life and achievements. However, be mindful of not overwhelming your essay with excessive background information, and focus on what is relevant to your subject's story.

Edit and Revise:

Like any other form of writing, editing, and revising are crucial in crafting a compelling biographical essay. After completing your first draft, take the time to review and revise your essay for clarity, coherence, and flow. Check for any factual inaccuracies, grammar, or spelling errors, and ensure that your essay follows a logical structure. Consider seeking feedback from peers or mentors to gain different perspectives and improve your essay.

Show Respect and Empathy:

When writing about someone's life, it's important to show respect and empathy towards your subject. Avoid sensationalism or exploitation of their life story and strive to depict them in a dignified and compassionate manner. Acknowledge their achievements, challenges, and contributions with sincerity and respect, and be mindful of their privacy and personal boundaries.

Be Authentic:

Finally, be authentic in your writing. Share your voice and perspective while staying true to the facts and nuances of your subject's life. Bring your unique perspective and insights to the essay, and strive to make it a genuine reflection of your writing style and personal connection with your subject.

In conclusion, writing a biographical essay requires careful research, storytelling skills, and a respectful

Personal Essay

My Journey: Embracing Life's Adventures

Life is an unpredictable adventure, full of twists and turns that shape who we become. Throughout my journey, I have encountered challenges, triumphs, and everything in between. I have learned that

Resilience and perseverance are crucial in overcoming obstacles, and every experience, whether positive or negative, has valuable lessons to offer. I have also realized the importance of cherishing the present moment and embracing new opportunities with an open heart and mind. Life may be uncertain, but I am determined to make the most of it, explore new horizons, and continually grow and evolve along the way.

Essay Examples

"The Untold Story of Nelson Mandela: From Prisoner to President"

This biographical essay tells the life story of Nelson Mandela, a South African anti-apartheid revolutionary, political leader, and philanthropist who served as President of South Africa from 1994 to 1999. The essay starts with an attention-grabbing opening that introduces the reader to Mandela's imprisonment on Robben Island and the hardships he faced during his time in captivity. It then delves into his early life, education, and activism against apartheid, painting a vivid picture of his journey from prisoner to president. The essay includes anecdotes, quotes, and historical context that provide a well-rounded portrayal of Mandela's life and legacy.

"The Power of Perseverance: The Life of Helen Keller"

This biographical essay tells the remarkable story of Helen Keller, an American author, political activist, and lecturer who was both blind and deaf. The essay begins with an engaging introduction that highlights Keller's disabilities and the challenges she faced from a young age. It then delves into her childhood, her relationship with her teacher Anne Sullivan, and her accomplishments as a writer and social activist. The essay uses vivid descriptions and sensory details to transport the reader into Keller's world and conveys the incredible strength of her character.

"Rising Above Adversity: The Journey of Malala Yousafzai"

This biographical essay tells the inspiring story of Malala Yousafzai, a Pakistani activist for female education and women's rights who survived an assassination attempt by the Taliban. The essay begins with a gripping prologue that describes the attack on Malala and sets the stage for her remarkable journey. It then traces her early life, her advocacy for girls' education, and the challenges she faced under the Taliban's rule. The essay includes anecdotes, quotes, and personal reflections that provide a compelling portrayal of Malala's courage and resilience in the face of adversity.

Writing Inspiration

Writing a biographical essay can be an inspiring and fulfilling endeavor. As a writer, you have the unique opportunity to delve into the life story of an individual and share their experiences, achievements, and personal characteristics with readers. Here are some sources of inspiration that can help you find compelling stories for your biographical essay.

Historical Figures:

Throughout history, there have been countless individuals who have made significant contributions to society, shaped the course of events, or left a lasting legacy. From political leaders and innovators to artists and activists, the lives of historical figures are often rich with intriguing stories that can make for compelling biographical essays. You can choose to write about well-known figures like Martin Luther King Jr. , Marie Curie , or Leonardo da Vinci , or explore lesser-known figures whose stories deserve to be told.

Famous Personalities:

Celebrities, athletes, musicians, and other famous personalities often have fascinating life stories that can make for compelling biographical essays. These individuals often face unique challenges, overcome obstacles, and achieve remarkable success in their respective fields. Writing about their journey, struggles, and achievements can provide insights into their lives beyond the public persona, and offer readers a glimpse into the realities of fame and fortune.

Ordinary People:

While historical figures and famous personalities may be popular choices for biographical essays, the lives of ordinary people can also be a rich source of inspiration. Everyday individual who have faced adversity, achieved personal milestones, or made a difference in their communities can have compelling life stories that resonate with readers. It could be a family member, a neighbor, a teacher, or someone you have come across in your community whose story has profoundly touched you. Writing about their life can shed light on the power of resilience, determination, and the human spirit.

Personal Experiences:

Another source of inspiration for a biographical essay can be your own experiences. Reflecting on your own life story or the lives of those close to you can provide unique insights and perspectives that can make for a compelling narrative. It could be a story of overcoming challenges, pursuing a passion, or learning from failures and successes. Sharing your personal experiences in a biographical essay can be deeply introspective and provide a genuine connection with your readers.

Researching various topics , events, or historical periods can also lead you to interesting life stories that can inspire your biographical essay. Exploring different eras, cultures, or social movements can uncover fascinating individuals whose stories are worth telling.

Essay Structure

The structure of a biographical essay typically follows a basic essay structure consisting of an introduction, body paragraphs, and a conclusion. However, there may be slight variations depending on the purpose of the essay and the specific requirements of the assignment.

Here is a breakdown of the typical structure of a biographical essay:

Introduction

The introduction sets the tone for the essay and should grab the reader's attention. It should provide some background information about the subject of the essay and include a thesis statement that summarizes the main point of the essay.

Body paragraphs

The body of the essay contains the main content and should be organized into several paragraphs. Each paragraph should focus on a different aspect of the subject's life or accomplishments, such as childhood, education , career, or personal relationships. It should provide specific details, anecdotes, and examples to support the thesis statement and provide a clear understanding of the subject's life.

The conclusion ties everything together and should restate the thesis statement differently. It should summarize the key points made in the body paragraphs and leave the reader with a lasting impression. The conclusion may also provide some final thoughts or reflections on the subject's life and legacy.

Famous Personality

Allama Iqbal: A Visionary Poet and Philosopher

Allama Iqbal, also known as Dr. Muhammad Iqbal, was a prominent poet, philosopher, and politician who is regarded as one of the most influential thinkers in the history of modern South Asia. Born on November 9, 1877, in Sialkot, a city in present-day Pakistan, Iqbal grew up in a devout Muslim family and was deeply influenced by the teachings of Islam from a young age.

Iqbal's early education took place in Sialkot, and he later went to Lahore, where he completed his Bachelor's degree from Government College. He then traveled to England to pursue higher education, where he obtained a Bachelor's degree in Philosophy, Politics, and Economics from Cambridge University and later completed his Ph.D. in Philosophy from Munich University in Germany. During his time in Europe, Iqbal was exposed to various intellectual and philosophical ideas, which would later shape his worldview and contribute to his renowned poetry and philosophical writings.

One of Iqbal's most significant contributions was his poetry, which is known for its rich imagery, deep philosophical insights, and powerful messages of spiritual awakening and social reform. Iqbal's poetry was deeply rooted in his love for Islam and his longing for the revival of Islamic values and principles in the face of colonialism, social injustices, and moral decay.

In his poetry, Iqbal emphasized the importance of self-realization, self-respect, and self-reliance, and called for Muslims to rise above their individual and societal challenges and strive for excellence. He actively participated in the struggle for the rights of Muslims in British India and advocated for the establishment of an independent Muslim state. Iqbal's famous Allahabad Address in 1930, where he proposed the idea of a separate Muslim state in the Indian subcontinent, laid the foundation for the creation of Pakistan as an independent nation for Muslims in 1947.

Despite his remarkable contributions, Iqbal's life was not without challenges. He faced criticism, opposition, and personal setbacks during his lifetime, but his unwavering commitment to his beliefs and his passion for serving humanity remained unshakable

Life Stories

Throughout history, countless individuals have left indelible marks on the world through their remarkable lives. From visionaries and leaders to artists and activists, their stories inspire and captivate us, showcasing the boundless potential of the human spirit. Here are three compelling biographical stories of individuals whose lives have had a lasting impact on society.

Nelson Mandela: The Courageous Anti-Apartheid Activist

Nelson Rolihlahla Mandela, born on July 18, 1918, in a small village in South Africa, grew up witnessing the oppressive system of apartheid, which enforced racial segregation and discrimination. As a young man, Mandela became a vocal advocate for the rights of Black South Africans and joined the African National Congress (ANC) to fight against apartheid.

Mandela's activism and resistance against the apartheid regime led to his imprisonment for 27 years, during which he became an international symbol of the anti-apartheid movement. Despite the harsh conditions of imprisonment, Mandela remained steadfast in his beliefs and never wavered in his pursuit of justice and equality.

After his release from prison in 1990, Mandela continued his fight against apartheid and worked toward reconciliation and unity among all racial groups in South Africa. In 1994, he became the country's first Black president through the first fully democratic elections, and he served as President of South Africa from 1994 to 1999. Mandela's leadership and unwavering commitment to justice and equality continue to inspire people around the world, making him an iconic figure in the fight against oppression.

Frida Kahlo: The Resilient Mexican Artist

Magdalena Carmen Frida Kahlo y Calderon, known as Frida Kahlo, was born on July 6, 1907, in Mexico City, Mexico. She is widely regarded as one of the most prominent and influential artists of the 20th century, known for her surrealist and vibrant self-portraits that conveyed her physical and emotional pain.

Kahlo's life was marked by immense physical and emotional challenges. At the age of 18, she was involved in a devastating bus accident that left her with severe injuries, including a broken spine and pelvis. She endured numerous surgeries and spent months in bed recovering, during which she turned to painting as a means of expressing her emotions and experiences.

Kahlo's art was deeply personal and often depicted her physical and emotional pain, her Mexican heritage, and her feminist ideologies. Her paintings often featured vivid colors, surreal elements, and symbolic imagery, which earned her international recognition and acclaim.

Despite her physical challenges, Kahlo's resilience and determination to pursue her passion for art never wavered. She continued to paint and create despite her chronic pain and multiple health issues, and her art continues to captivate and inspire audiences around the world to this day.

Malala Yousafzai: The Fearless Education Activist

Malala Yousafzai was born on July 12, 1997, in Mingora, Swat District, Pakistan. From a young age, Malala was a passionate advocate for education and girls' rights in her native Swat Valley, where the Taliban had enforced a ban on girls' education.

At the age of 11, Malala began writing a blog for BBC Urdu under a pseudonym, where she documented her life under Taliban rule and her determination to fight for education. Her activism gained international attention, and she became a prominent voice for girls' education worldwide.

Embarking on the journey of life, we encounter a tapestry of experiences that shape who we are and add depth to our existence. From overcoming obstacles and celebrating growth to embracing new opportunities, we come to appreciate the captivating unpredictability of life's adventures. Each of us holds a unique journey, filled with invaluable lessons and cherished memories that fuel personal development.

When it comes to writing biographical essays, tools like Jenni.ai can be a game-changer. With its AI-powered features, Jenni.ai offers invaluable assistance in developing strong thesis statements, and helping you produce high-quality articles. By leveraging this, you can save time and energy while producing exceptional work.

Embrace the art of writing biographical essays, and unlock new avenues of academic and professional success by following the steps outlined in this article and harnessing the power of Jenni.ai. Seize the opportunity to become a skilled essay writer by signing up for Jenni.ai today , and embark on a transformative journey towards achieving your writing goals!

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WRITING A BIO

First Online: 01 January 2014

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• your academic qualifications

• previous and current positions

• previous, present and future projects

• publications and conferences

• committees, patents and awards

• third person (i.e. he developed rather than I developed ) for conferences and book chapters

• first person for home pages

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Summary: Writing a Bio

your academic qualifications

previous and current positions

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publications and conferences

committees, patents and awards

third person (i.e. he developed rather than I developed ) for conferences and book chapters

first person for home pages

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Wallwork, A. (2014). WRITING A BIO. In: CVs, Resumes, and LinkedIn. Guides to Professional English. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-0647-5_13

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How to Write a Biography Essay and Get an A+

03 July, 2020

7 minutes read

Author: Elizabeth Brown

Got a chance to write about your idol but need help with realization? Read our article to know the secrets of effective biography essay writing. Whoever you decide to write a biography essay about, don’t try to include random information at once. The person you describe would not like it. Instead, read our article about how to write a biography essay correctly and, more importantly, take pleasure in composing it. We’ll share some smart tips and tricks that you’ll find particularly useful for your writing.

What is a biographical essay?

Some tend to mistakenly attribute biographical essay to the process of writing about themselves. But actually, biography definition has nothing to do with you. It’s more about telling the engaging story about a person’s life. This individual can be anyone: a famous historical figure, a well-known actor, politician, dancer, musician, artist, writer, inventor – you get the point. Such task sounds intriguing and interesting, and indeed it is. A biographical essay is a great chance to dilute simple academic tasks with a pinch of new article full of interesting facts and opinions.

Biography essay outline

Before writing a biography essay, it’s important to pay attention to essay structure and build up a biography outline. An outline is generally a schematic plan that helps to organize biography essays in accordance with the writer’s preference. In this, the primary task is to create a list of the most significant facts you’ll want to develop in the essay. The easiest way of arranging an outline is to add a numbered list indicating the main points, and a list of sub-points marked with bullets. Also, don’t forget to include a biography thesis statement that’ll sum up the main idea of your essay in one sentence.

How to start a biography essay?

Before writing, you first need to understand what to include in a biography essay. An eloquent biography essay always starts with the introduction of a chosen person. The initial step of writing it involves the inclusion of such information as the person’s name, date of their birth, and the place they were born in. Of course, it’s not a uniform set of data necessary for this part. You can take the situation in your hands and write about some cultural or historical background surrounding one’s birthplace or the day they were born. Adding such information to the introductory part will help to create some context by connecting you and readers closer to the described character and broadening the common knowledge with more absorbing facts.

How to write a biography essay about someone else?

When people ask how to write a biography paper, the only thing they think of is a random flow of ideas about someone’s life. In fact, writing a biography paper is more complicated. The section following the introduction is devoted to life description. Here, you’ll need to feature early life and childhood of a chosen person. This part should cover general information about their parents, and divert readers’ attention to some facts related to their origin, education, and relationship status. Next, focus more on education and place where the person grew up. In this section, include more detailed information about the critical moments of their childhood life, like the name of the school they studied in or the point of moving to another city or town. Perhaps there are more facts worthy of note, such as family problems or health issues that revolved around one’s childhood. If there are such, include them as well.

The second section of your biographical essay will tell readers about someone’s adulthood. Depending on the person, this piece of story can be outlined differently. For example, you can write about their university or college life, or indicate their first job. The point here is to chronologically depict a period of moving from childhood to adult life. Then, talk about the formation of a person’s career path, starting with the first working experience and ending with the remarkable moment of revealing talents and skills that shaped their life. In the next paragraph, mention the person’s relationship during their adulthood. If applicable, describe how someone special helped them to become successful or motivated them throughout their career. Another significant aspect in this section has to do with the person’s success, in which readers could know about their notable accomplishments and achievements.

The final section of a biography essay will touch the person’s current or later life. If they are alive, include the overlook of their place of living and write about their activities. You can also add such information as to their current projects or career plans, along with other meaningful facts about their life.

If the person you’re writing about is no longer living, emphasize on the brightest moments at the sunset of their life. Mention the definitive moments and aspects, and write about the cause of their deaths.

Other tips on writing a biography

If you want your biography essay to leave a great impact on readers, don’t conclude it with a simple explanation of why this or that person died and what their latest works were. This is only factual information which brings no specific value to your essay and, more importantly, doesn’t breathe life into it. To wrap up your essay content with a memorable grabber, include a couple of sentences in which write about the person’s legacy. That is, add the opinion of why this individual’s activity became an exceptional contribution to the world’s history, and why they have changed some aspects of their field.

Biography essay writing is a responsible task that aims at showing a well-acclaimed person from the best light. Therefore, you need to write about one’s life as you would about your mother – with maximum details and showing respect for that person. So follow our advice to compose an A+ biography essay that you and your audience will enjoy reading.

Note that our company provides academic writing help. You can buy a Biography essay written from scratch by our essay writer .

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How to write a brief author biography for a journal article?

One of my papers has recently been accepted! We received an e-mail informing us that we have a short time frame in which we need to do a bunch of work to get the paper ready for publication. In particular, one of the components which we need to submit is a brief author biography for each co-author.

I have had a few papers published before, but none of these papers has required me to provide a brief author biography. What information should I include in this biography? Can someone provide a sample of his/her biography for me to use as a reference or template?

publications

9 Can't you look at author biographies from other papers in that journal ? – Raghu Parthasarathy Commented Oct 7, 2016 at 15:52
@RaghuParthasarathy Now that you mention it, that does seem to be the best approach. I wonder why I hadn't thought of that. Could you submit this comment as an answer? – I Like to Code Commented Oct 8, 2016 at 8:31
Certainly -- glad to be of help! – Raghu Parthasarathy Commented Oct 8, 2016 at 18:47

2 Answers 2

Can't you look at author biographies from other papers in that journal ?

3 This doesn't answer the question. The question asks what information should be included and you've just pointed to a resource that would allow the asker to answer their own question. IMO, this was correctly posted as a comment and shouldn't have been reposted as an answer. – David Richerby Commented Oct 8, 2016 at 19:20
2 @DavidRicherby While this isn't a real "answer", I decided to accept because other papers in the same journal is the best source of author biographies for me to copy from. – I Like to Code Commented Oct 9, 2016 at 13:48

My experience in this field is the next.

university and specialty that you graduated
your current position
scientific interests
Usualy, it have to be a very-very short version of your bio (several sentences).

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All About You: Writing Your Academic Biography

After a paper has been accepted or a conference talk has been arranged, you may be asked to provide your academic biography. For publications and conference presentations, you may be asked for a short one of 30 to 50 words. Applying for grants and jobs may require a longer biography between 200 and 400 words. Writing about yourself can be uncomfortable, but there is a way to write an effective biography without feeling like you’re boasting.

For a short biography, the following should be included:

your full name
institution
research interests in brief

Here is an example.

Dr. June Ava Smith is a professor at the University of Toronto. Her research focuses on identifying and understanding key pathways involved in the development of soybean root nodules. Identification of these pathways may allow non-legumes to be engineered for nodule formation.

A longer biography will have multiple paragraphs and should include the following:

academic degrees
current position
research interests
awards or distinctions
publications

Here are a sample of longer biographies: Leanne Jones, PhD Principal Investigator

1. Write in formal language and in the third person. 2. Use humor sparingly. Save the comedy for your stand-up act. 3. Do not divulge too much personal information. 4. Do not pack it with all of the information in your CV. 5. Avoid exclamation marks and symbols like emojis.

Remember that although you’re writing about yourself, you’re helping others to understand your academic credentials when they’re introducing you for a talk or assessing your grant proposal. Let your light shine!

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Resume and Cover Letter
How to Write a Short Bio?...

How to Write a Short Bio? (With Examples)

7 min read · Updated on August 28, 2024

A short professional biography is a great tool to have in your career marketing toolkit.

As you progress through your career, there will likely come a time when someone wants you to provide them with a professional biography. It could be that your boss wants to include something on the team page of the company website or perhaps you need to write a blurb about your biggest achievements for a social media page.

Regardless of the reason, you should always have one ready to go. Many people have quite a few questions about writing short professional bios, though, including

What is a bio?

How to write a short bio?

What voice to use in a short bio – first person or third person?

What is the format of a short biography?

What is a good bio example?

Let's just say that you're in the right place to find out.

What is a short bio?

Have you ever heard the phrase “elevator pitch?” Well, that's what a bio is. It's about 200 words that define who you are, what you do, what you've accomplished, and what your goals are. If that seems like a lot to put into a couple hundred words, you're right.

This isn't the time to go on and on about everything you've ever done. Since the purpose of a short professional bio is to introduce you to whoever is reading it, it's best to worry about only hitting the high notes.

Think about what you say when someone asks you the following:

What do you do?

How long have you done it?

What do you like most about it?

Have you ever won an award ?

Why do you want to keep doing what you do?

Your answers to those questions will help you craft your biography, though you'll probably have to pare down the wording to keep it within the requisite word count. Always remember KISS – Keep it Short and Simple.

How to write a short professional bio?

Just like with your resume, a short professional bio should contain key details. Those details should also appear in a predictable order.

Your name and current job title

Your professional philosophy

Some of your best skills

Career achievements

What you have your sights set on for the future

You could also include things like links to online portfolios or your contact information, depending on where the bio is going to be used. For example, if you're adding the short professional bio to a web page that already has your contact info, then you don't need to add it to the bio itself.

First-person vs third-person for your short professional bio

Before you start writing, you have to decide which voice you're going to use for your biography. Meaning, are you going to write it using first-person or third-person?

First-person writing involves using pronouns like “I,” “me,” and “my”

Third-person writing is when you avoid using personal pronouns and stick to possessive pronouns or possessive adjectives like "he," "she," "his," and "her"

It all depends on your audience. You'd choose to write your short professional bio in the first person if you're using it for personal websites, social media profiles , and networking events. It's better to use the third person when you're writing for company websites, professional directories, or other formal settings.

Short professional bio examples: Your name and current job title

This may seem like a given, but because it's such a simple thing, a lot of people try to overdo it. You literally only need to write something like this

Third-person: Janet Plunder is the Head of Marketing for We Are Creatives, Inc.

First-person: My name is Jeff Safeport, and I am the Network Manager for BitBytes.

Short professional bio examples: Your professional philosophy

Have you ever thought about the values and ethics you possess and how those shape your work and interaction with others? That is the basis of your professional philosophy. Prospective employers and future clients want to know how you distinguish yourself from others. The way you come up with your professional philosophy is through a little self-assessment. Ask yourself

What do I believe in?

What am I committed to?

What values are most important in my professional life?

How do I approach challenges?

Have I made any type of impact in my field?

This is what the philosophy statement could look like in your short bio:

Third-person: She is known for leading with integrity, fostering collaborative environments, and continuously seeking innovative solutions that drive success.
First-person: I am committed to prioritizing client satisfaction. Also, by embracing the idea of lifelong learning, I consistently strive for excellence in everything all projects I undertake.

Short professional bio examples: Your skills and qualifications

Going back to the concept of KISS, you want to avoid trying to include a laundry list of every skill you possess. The idea here is to focus on the abilities that set you apart in your field. You need to be specific not only about what you excel at but also how the particular skills you choose for your short professional bio have helped you be successful.

For example:

Third-person: Jane is known for creating digital marketing strategies, with a particular focus on SEO and content marketing. She has a proven track record of increasing online visibility, brand awareness, and consumer engagement for countless globally branded companies.
First-person : One of my strong suits is the ability to streamline processes in a way that improves productivity across international teams. I do this through full lifecycle project management and deep-dive data analysis.

Short professional bio examples: Your career achievements

Back when you were writing your resume, you probably heard over and over again how important career achievements are. There are millions of articles out there that tell you how to quantify the things you've accomplished in past jobs because that's how prospective employers know you'll be a benefit to their team.

The same holds true for your short professional bio. Your readers will be able to tell how you can help them by getting a glimpse into your career wins. Focus on notable awards and major projects that point to you achieving milestones.

Here's what that could look like:

Third-person: Recently, she led a rebranding project that increased revenue by more than 20%, earning her the Innovator of the Year award.
First-person : In my last position, I ascended to the prestigious President's Club after overhauling project processes and saving the company $10M.

Short professional bio examples: Your professional goals

The one thing that distinguishes a short professional bio from your other career marketing documents is that it not only showcases your history but it's also future-facing. This gives you a great opportunity to talk about your aspirations and which direction you are heading in your career.

You can show prospective employers and future clients that you're going to be around a while by talking about things like being “forward-thinking” and emphasizing your “commitment to growth,” as examples.

Here are a couple of short professional bio examples you can use as inspiration for your own professional goals :

Third-person: Jane is looking forward to developing leadership skills to transition into an executive management role so that she can foster innovation at the corporate level.
First-person : Since the beginning of my career, I've focused on expanding my expertise in cybersecurity and am poised to move into a Chief Information Officer position.

Leave a lasting impression

No matter what type of document you're writing for your career, the object is always to leave a lasting impression. That holds true even for a short professional bio. It may only be a couple hundred words, but they're very important words. Keep it concise, relevant, and engaging, and the right doors will open to propel you along your career journey.

The best way to get the right details into your short professional bio is to use information from your resume. Does your resume say what you need it to say about your skills, qualifications, and achievements? Upload it for a free review and find out.

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Open access
Published: 26 August 2024

Solid health care waste management practice in Ethiopia, a convergent mixed method study

Yeshanew Ayele Tiruneh 1 ,
L. M. Modiba 2 &
S. M. Zuma 2

BMC Health Services Research volume 24 , Article number: 985 ( 2024 ) Cite this article

66 Accesses

Metrics details

Introduction

Healthcare waste is any waste generated by healthcare facilities that is considered potentially hazardous to health. Solid healthcare waste is categorized into infectious and non-infectious wastes. Infectious waste is material suspected of containing pathogens and potentially causing disease. Non-infectious waste includes wastes that have not been in contact with infectious agents, hazardous chemicals, or radioactive substances, similar to household waste, i.e. plastic, papers and leftover foods.

This study aimed to investigate solid healthcare waste management practices and develop guidelines to improve solid healthcare waste management practices in Ethiopia. The setting was all health facilities found in Hossaena town.

A mixed-method study design was used. For the qualitative phase of this study, eight FGDs were conducted from 4 government health facilities, one FGD from each private health facility (which is 37 in number), and forty-five FGDs were conducted. Four FGDs were executed with cleaners; another four were only health care providers because using homogeneous groups promotes discussion. The remaining 37 FGDs in private health facilities were mixed from health professionals and cleaners because of the number of workers in the private facilities. For the quantitative phase, all health facilities and health facility workers who have direct contact with healthcare waste management practice participated in this study. Both qualitative and quantitative study participants were taken from the health facilities found in Hossaena town.

Seventeen (3.1%) health facility workers have hand washing facilities. Three hundred ninety-two (72.6%) of the participants agree on the availability of one or more personal protective equipment (PPE) in the facility ‘‘ the reason for the absence of some of the PPEs, like boots and goggles, and the shortage of disposable gloves owes to cost inflation from time to time and sometimes absent from the market’’ . The observational finding shows that colour-coded waste bins are available in 23 (9.6%) rooms. 90% of the sharp containers were reusable, and 100% of the waste storage bins were plastic buckets that were easily cleanable. In 40 (97.56%) health facilities, infectious wastes were collected daily from the waste generation areas to the final disposal points. Two hundred seventy-one (50.2%) of the respondents were satisfied or agreed that satisfactory procedures are available in case of an accident. Only 220 (40.8%) respondents were vaccinated for the Hepatitis B virus.

Hand washing facilities, personal protective equipment and preventive vaccinations are not readily available for health workers. Solid waste segregation practices are poor and showed that solid waste management practices (SWMP) are below the acceptable level.

Peer Review reports

Healthcare waste (HCW) encompasses all types of waste generated while providing health-related services, spanning activities such as diagnosis, immunization, treatment, and research. It constitutes a diverse array of materials, each presenting potential hazards to health and the environment. Within the realm of HCW, one finds secretions and excretions from humans, cultures, and waste containing a stock of infectious agents. Discarded plastic materials contaminated with blood or other bodily fluids, pathological wastes, and discarded medical equipment are classified as healthcare waste. Sharps, including needles, scalpels, and other waste materials generated during any healthcare service provision, are also considered potentially hazardous to health [ 1 ].

Healthcare waste in solid form (HCW) is commonly divided into two primary groups: infectious and non-infectious. The existence of pathogens in concentrations identifies infectious waste or amounts significant enough to induce diseases in vulnerable hosts [ 1 ] If healthcare facility waste is free from any combination with infectious agents, nearly 85% is categorized as non-hazardous waste, exhibiting characteristics similar to conventional solid waste found in households [ 2 ]. World Health Organization (WHO) recommends that appropriate colour-coded waste receptacles be available in all medical and other waste-producing areas [ 3 ].

Solid waste produced in the course of healthcare activities carries a higher potential for infection and injury than any other type of waste. Improper disposal of sharps waste increases the risk of disease transmission among health facility workers and general populations [ 1 ]. Inadequate and inappropriate handling of healthcare waste may have serious public health consequences and a significant environmental impact. The World Health Organization (2014) guidelines also include the following guidance for hand washing and the use of alcohol-based hand rubs: Wash hands before starting work, before entering an operating theatre, before eating, after touching contaminated objects, after using a toilet, and in all cases where hands are visibly soiled [ 4 ].

Among the infectious waste category, sharps waste is the most hazardous waste because of its ability to puncture the skin and cause infection [ 3 ]. Accidents or occurrences, such as near misses, spills, container damage, improper waste segregation, and incidents involving sharps, must be reported promptly to the waste management officer or an assigned representative [ 5 ].

Africa is facing a growing waste management crisis. While the volumes of waste generated in Africa are relatively small compared to developed regions, the mismanagement of waste in Africa already impacts human and environmental health. Infectious waste management has always remained a neglected public health problem in developing countries, resulting in a high burden of environmental pollution affecting the general masses. In Ethiopia, there is no updated separate regulation specific to healthcare waste management in the country to enforce the proper management of solid HCW [ 6 ].

In Ethiopia, like other developing countries, healthcare waste segregation practice was not given attention and did not meet the minimum HCWM standards, and it is still not jumped from paper. Previous study reveals that healthcare waste generation rates are significantly higher than the World Health Organization threshold, which ranges from 29.5–53.12% [ 7 , 8 ]. In Meneilk II Hospital, the proportion of infectious waste was 53.73%, and in the southern and northern parts of Ethiopia, it was 34.3 and 53%, respectively. Generally, this figure shows a value 3 to 4 times greater than the threshold value recommended by the World Health Organization [ 7 ].

Except for sharp wastes, segregation practice was poor, and all solid wastes were collected without respecting the colour-coded waste disposal system [ 9 ]. The median waste generation rate was found to vary from 0.361- 0.669 kg/patient/day, comprising 58.69% non-hazardous and 41.31% hazardous wastes. The amount of waste generated increased as the number of patients flow increased. Public hospitals generated a high proportion of total healthcare waste (59.22%) in comparison with private hospitals (40.48) [ 10 ]. The primary SHCW treatment and disposal mechanism was incineration, open burning, burring into unprotected pits and open dumping on municipal dumping sites as well as in the hospital backyard. Carelessness, negligence of the health workers, patients and cleaners, and poor commitment of the facility leaders were among the major causes of poor HCWM practice in Ethiopia [ 9 ]. This study aimed to investigate solid healthcare waste management practices and develop guidelines to improve solid healthcare waste management practices in Ethiopia.

The setting for this study was all health facilities found in Hossaena town, which is situated 232 kms from the capital city of Ethiopia, Addis Ababa, and 165 kms from the regional municipality of Hawasa. The health facilities found in the town were one university hospital, one private surgical centre, three government health centres, 17 medium clinics, and 19 small clinics were available in the city and; health facility workers who have direct contact with generating and disposal of HCW and those who are responsible as a manager of health facilities found in Hossaena town are the study settings. All health facilities except drug stores and health facility workers who have direct contact with healthcare waste generation participated in this study.

A mixed-method study design was used. For the quantitative part of this study, all healthcare workers who have direct contact with healthcare waste management practice participated in this study, and one focus group discussion from each health facility was used. Both of the study participants were taken from the same population. All health facility workers who have a role in healthcare waste management practice were included in the quantitative part of this study. The qualitative data collection phase used open-ended interviews, focus group discussions, and visual material analysis like posters and written materials. All FGDs were conducted by the principal investigator, one moderator, and one note-taker, and it took 50 to 75 min. 4–6 participants participated in each FGD.

According to Elizabeth (2018: 5), cited by Creswell and Plano (2007: 147), the mixed method is one of the research designs with philosophical assumptions as well as methods of inquiry. As a method, it focuses on collecting, analyzing, and mixing both quantitative and qualitative data in a single study. As a methodology, it involves philosophical assumptions guiding the direction of the collection and analysis and combining qualitative and quantitative approaches in many phases of the research project. The central premise is that using qualitative and quantitative approaches together provides a better understanding of the research problems than either approach alone.

The critical assumption of the concurrent mixed methods approach in this study is that quantitative and qualitative data provide different types of information, often detailed views of participants’ solid waste management practice qualitatively and scores on instruments quantitatively, and together, they yield results that should be the same. In this approach, the researcher collected quantitative and qualitative data almost simultaneously and analyzed them separately to cross-validate or compare whether the findings were similar or different between the qualitative and quantitative information. Concurrent approaches to the data collection process are less time-consuming than other types of mixed methods studies because both data collection processes are conducted on time and at the same visit to the field [ 11 ].

Data collection

The data collection involves collecting both quantitative and qualitative data simultaneously. The quantitative phase of this study assessed three components. Health care waste segregation practice, the availability of waste segregation equipment for HCW segregation, temporary storage facilities, transportation for final disposal, and disposal facilities data were collected using a structured questionnaire and observation of HCW generation. Recycling or re-using practice, waste treatment, the availability of the HCWM committee, and training data were collected.

Qualitative data collection

The qualitative phase of the data collection for this study was employed by using focus group discussions and semi-structured interviews about SHCWMP. Two focus group discussions (FGD) from each health facility were conducted in the government health facilities, one at the administrative level and one at the technical worker level, and one FGD was conducted for all private health facilities because of the number of available health facility workers. Each focus group has 4–6 individuals.

In this study, the qualitative and the quantitative data provide different information, and it is suitable for this study to compare and contrast the findings of the two results to obtain the best understanding of this research problem.

Quantitative data collection

The quantitative data were entered into Epi data version 3.1 to minimize the data entry mistakes and exported to the statistical package for social science SPSS window version 27.0 for analysis. A numeric value was assigned to each response in a database, cleaning the data, recoding, establishing a codebook, and visually inspecting the trends to check whether the data were typically distributed.

Data analysis

Data were analyzed quantitatively by using relevant statistical tools, such as SPSS. Descriptive statistics and the Pearson correlation test were used for the bivariate associations and analysis of variance (ANOVA) to compare the HCW generation rate between private and government health facilities and between clinics, health centres and hospitals in the town. Normality tests were performed to determine whether the sample data were drawn from a normally distributed population.

The Shapiro–Wilk normality tests were used to calculate a test statistic based on the sample data and compare it to critical values. The Shapiro–Wilk test is a statistical test used to assess whether a given sample comes from a normally distributed population. The P value greater than the significance level of 0.05 fails to reject the null hypothesis. It concludes that there is not enough evidence to suggest that the data does not follow the normal distribution. Visual inspection of a histogram, Q-Q plot, and P-P plot (probability-probability plot) was assessed.

Bivariate (correlation) analysis assessed the relationships between independent and dependent variables. Then, multiple linear regression analysis was used to establish the simple correlation matrices between different variables for investigating the strength relationships of the study variables in the analysis. In most variables, percentages and means were used to report the findings with a 95% confidence interval. Open-ended responses and focused group findings were undertaken by quantifying and coding the data to provide a thematic narrative explanation.

Appropriate and scientific care was taken to maintain the data quality before, during, and after data collection by preparing the proper data collection tools, pretesting the data collection tools, providing training for data collectors, and proper data entry practice. Data were cleaned on a daily basis during data collection practice, during data entry, and before analysis of its completeness and consistency.

Data analysis in a concurrent design consists of three phases. First, analyze the quantitative database in terms of statistical results. Second, analyze the qualitative database by coding the data and collapsing the codes into broad themes. Third comes the mixed-method data analysis. This is the analysis that consists of integrating the two databases. This integration consists of merging the results from both the qualitative and the quantitative findings.

Descriptive analysis was conducted to describe and summarise the data obtained from the samples used for this study. Reliability statistics for constructs, means and modes of each item, frequencies and percentage distributions, chi-square test of association, and correlations (Spearman rho) were used to portray the respondents’ responses.

All patient care-providing health facilities were included in this study, and the generation rate of healthcare waste and composition assessed the practice of segregation, collection, transportation, and disposal system was observed quantitatively using adopted and adapted structured questionnaires. To ensure representativeness, various levels of health facilities like hospitals, health centres, medium clinics, small clinics and surgical centres were considered from the town. All levels of health facilities are diagnosing, providing first aid services and treating patients accordingly.

The hospital and surgical centre found in the town provide advanced surgical service, inpatient service and food for the patients that other health facilities do not. The HCW generation rate was proportional to the number of patients who visited the health facilities and the type of service provided. The highest number of patients who visited the health facilities was in NEMMCSH; the service provided was diverse, and the waste generation rate was higher than that of other health facilities. About 272, 18, 15, 17, and 20 average patients visited the health facilities daily in NEMMCSH: government health centres, medium clinics, small clinics, and surgical centres. Paper and cardboard (141.65 kg), leftover food (81.71 kg), and contaminated gloves (42.96 kg) are the leading HCWs generated per day.

A total of 556 individual respondents from sampled health facilities were interviewed to complete the questionnaire. The total number of filled questionnaires was 540 (97.1) from individuals representing these 41 health facilities.

The principal investigator observed the availability of handwashing facilities near SHCW generation sites. 17(3.1%) of health facility workers had hand washing facilities near the health care waste generation and disposal site. Furthermore,10 (3.87%), 2 (2.1%), 2 (2.53%), 2 (2.1%), 1 (6.6%) of health facility workers had the facility of hand washing near the health care waste generation site in Nigist Eleni Mohamed Memorial Comprehensive Specialized Hospital (NEMMCSH), government health centres, medium clinics, small clinics, and surgical centre respectively. This finding was nearly the same as the study findings conducted in Myanmar; the availability of hand washing facilities near the solid health care waste generation was absent in all service areas [ 12 ]. The observational result was convergent with the response of facility workers’ response regarding the availabilities of hand washing facilities near to the solid health care waste generation sites.

The observational result was concurrent with the response of facility workers regarding the availability of hand-washing facilities near the solid health care waste generation sites.

The availability of personal protective equipment (PPE) was checked in this study. Three hundred ninety-two (72.6%) of the respondents agree on the facility’s availability of one or more personal protective equipment (PPE). The availability of PPEs in different levels of health facilities shows 392 (72.6%), 212 (82.2%), 56 (58.9%), 52 (65.8%), 60 (65.2%), 12 (75%) health facility workers in NEMMCSH, government health centres, medium clinics, small clinics, and surgical centres respectively agree to the presence of personal protective equipment in their department. The analysis further shows that the availability of masks for healthcare workers was above the mean in NEMMCSH and surgical centres.

Focus group participants indicated that health facilities did not volunteer to supply Personal protective equipment (PPEs) for the cleaning staff.

“We cannot purchase PPE by ourselves because of the salary paid for the cleaning staff.”

Cost inflation and the high cost of purchasing PPEs like gloves and boots are complained about by all (41) health facility owners.

“the reason for the absence of some of the PPEs like boots, goggles, and shortage of disposable gloves are owing to cost inflation from time to time and sometimes absent from the market is the reason why we do not supply PPE to our workers.”

Using essential personal protective equipment (PPEs) based on the risk (if the risk is a splash of blood or body fluid, use a mask and goggles; if the risk is on foot, use appropriate shoes) is recommended by the World Health Organization [ 13 ]. The mean availability of gloves in health facilities was 343 (63.5% (95% CI: 59.3–67.4). Private health institutions are better at providing gloves for their workers, 67.1%, 72.8%, and 62.5% in medium clinics, small clinics, and surgical centres, respectively, which is above the mean.

Research participants agree that.

‘‘ there is a shortage of gloves to give service in Nigist Eleni Mohamed Memorial Comprehensive Specialized Hospital (NEMMCSH) and government health centres .’’

Masks are the most available personal protective equipment for health facility workers compared to others. 65.4%, 55.6%, and 38% of the staff are available with gloves, plastic aprons and boots, respectively.

The mean availability of masks, heavy-duty gloves, boots, and aprons was 71.1%, 65.4%, 38%, and 44.4% in the study health facilities. Health facility workers were asked about the availability of different personal protective equipment, and 38% of the respondents agreed with the presence of boots in the facility. Still, the qualitative observational findings of this study show that all health facility workers have no shoes or footwear during solid health care waste management practice.

SHCW segregation practice was checked by observing the availability of SHCW collection bins in each patient care room. Only 4 (1.7%) of the room’s SHCW bins are collected segregated (non-infectious wastes segregated in black bins and infectious wastes segregated in yellow bins) based on the World Health Organization standard. Colour-coded waste bins, black for non-infectious and yellow for infectious wastes, were available in 23 (9.6%) rooms. 90% of the sharp containers were reusable, and 100% of the waste storage bins were plastic buckets that were easily cleanable. Only 6.7% of the waste bins were pedal operated and adequately covered, and the rest were fully opened, or a tiny hole was prepared on the container’s cover. All of the healthcare waste disposal bins in each health facility and at all service areas were away from the arm’s reach distance of the waste generation places, and this is contrary to World Health Organization SHCWM guidelines [ 13 ]. The observation result reveals that the reason for the above result was that medication trolleys were not used during medication or while healthcare providers provided any health services to patients.

Most medical wastes are incinerated. Burning solid and regulated medical waste generated by health care creates many problems. Medical waste incinerators emit toxic air pollutants and ash residues that are the primary source of environmental dioxins. Public concerns about incinerator emissions and the creation of federal regulations for medical waste incinerators are causing many healthcare facilities to rethink their choices in medical waste treatment. Health Care Without Harm [ 14 ], states that non-incineration treatment technologies are a growing and developing field. The U.S. National Academy of Science 2000 argued that the emission of pollutants during incineration is a potential risk to human health, and living or working near an incineration facility can have social, economic, and psychological effects [ 15 ].

The incineration of solid healthcare waste technology has been accepted and adopted as an effective method in Ethiopia. Incineration of healthcare waste can produce secondary waste and pollutants if the treatment facilities are not appropriately constructed, designed, and operated. It can be one of the significant sources of toxic substances, such as polychlorinated dibenzo-dioxins/dibenzofurans (PCDD/ PCDF), polyvinyl chloride (PVC), hexachlorobenzenes and polychlorinated biphenyls, and dioxins and furans that are known as hazardous pollutants. These pollutants may have undesirable environmental impacts on human and animal health, such as liver failure and cancer [ 15 , 16 ].

All government health facilities (4 in number) used incineration to dispose of solid waste. 88.4% and 100% of the wastes are incinerated in WUNEMMCSH and government health centres. This finding contradicts the study findings in the United States of America and Malaysia, in which 49–60% and 59–60 were incinerated, respectively, and the rest were treated using other technologies [ 15 , 16 ].

World Health Organization (2014:45) highlighted those critical elements of the appropriate operation of incinerators include effective waste reduction and waste segregation, placing incinerators away from populated areas, satisfactory engineered design, construction following appropriate dimensional plans, proper operation, periodic maintenance, and staff training and management are mandatory.

Solid waste collection times should be fixed and appropriate to the quantity of waste produced in each area of the health care facility. General waste should not be collected simultaneously or in the same trolley as infectious or hazardous wastes. The collection should be done daily for most wastes, with collection timed to match the pattern of waste generation during the day [ 13 ].

SHCW segregation practices were observed for 240 rooms in 41 health facilities that provide health services in the town. In government health centres, medium clinics, small clinics, and surgical centres, SHCW segregation practice was not based on the World Health Organization standard. All types of solid waste were collected in a single container near the generation area, and there were no colour-coded SHCW storage dust bins. Still, in NEMMCSH, in most of the service areas, colour-coded waste bins are available, and the segregation practice was not based on the standard. Only 3 (10%) of the dust bins collected the appropriate wastes according to the World Health Organization standard, and the rest were mixed with infectious and non-infectious SHCW.

Table 1 below shows health facility managers were asked about healthcare waste segregation practices, and 9 (22%) of the facility leaders responded that there is an appropriate solid healthcare waste segregation practice in their health facilities. Still, during observation, only 4 (1.7%) of the rooms in two (4.87%) of the facilities, SHCW bins collected the segregated wastes (non-infectious wastes segregated at the black bin and infectious wastes segregated at yellow bin) based on the world health organization standard. The findings of this study show there is a poor segregation practice, and all kinds of solid wastes are collected together.

In 40 (97.56%) health facilities, infectious wastes were collected daily from the waste generation areas to the final disposal points. During observation in one of the study health facilities, infectious wastes were not collected daily and left for days. Utility gloves, boots, and aprons are not available for cleaning staff to collect and transport solid healthcare wastes in all study health facilities. 29.26% of the facilities’ cleaning staff have a face mask, and 36.5% of the facilities remove waste bins from the service area when 3/4 full, and the rest were not removed or replaced with new ones. There is a separate container only in 2 health facilities for infectious and non-infectious waste segregation practice, and the rest were segregated and collected using single and non-colour coded containers.

At all of the facilities in the study area, SHCW was transported from the service areas to the disposal site were transported manually by carrying the collection container and there is no trolley for transportation. This finding was contrary to the study findings conducted in India, which show segregated waste from the generation site was being transported through the chute to the carts placed at various points on the hospital premises by skilled sanitary workers [ 17 ].

Only 2 out of 41 health facilities have temporary solid waste storage points at the facility. One of the temporary storage places was clean, and the other needed to be properly cleaned and unsightly. Two (100%) of the temporary storage areas are not fenced and have no restriction to an authorized person. Temporary storage areas are available only in two health facilities that are away from the service provision areas.

Observational findings revealed that pre-treatment of SHCW before disposal was not practised at all study health facilities. 95% of the facilities have no water supply for hand washing during and after solid healthcare waste generation, collection, and disposal.

The United States Agency estimated sharp injuries from medical wastes to health professionals and sanitary service personnel for toxic substances and disease registry. Most of the injuries are caused during the recapping of hypodermic needles before disposal into sharps containers [ 13 ]. Nearly half of the respondents, 245 (51.5%), are recapping needles after providing an injection to the patient. Recapping was more practised in NEMMCSH and surgical centres, which is 57.5% and 57.5%, respectively. In government health centres, medium clinics, and surgical centres, the recapping of used needles was practised below the mean, which is 47.9%, 48, and 43.8%, respectively. This finding was reasonable compared to the study findings of Doylo et al. [ 18 ] in western Ethiopia, where 91% of the health workers are recapping needles after injection [ 18 ]. The research finding shows that there is no significant association P-value of 0.82 between the training and recapping of needles after injection.

Focus group participants ’ response for appropriate SHCWMP regarding patients ’ and visitors ’ lack of knowledge on SHCW segregation practice

“The personal responsibilities of patients and visitors on solid HCW disposal should be explained to help appropriate safe waste management practice and maintain good hygiene .” “Providing waste management training and creating awareness are the two aspects of improving SHCW segregation practice.” “Training upgrades and creates awareness on hygiene for all workers.”

Sharp waste collection practices were observed in 240 rooms in the study health facilities, and 9.2% of the rooms used disposable sharp containers.

Sixty per cent (60%), 13.3%, 8.24%, and 15.71% of the sharps containers in NEMMCSH, government health centres, medium clinics, and small clinics, respectively, were using disposable sharps containers; sharps were disposed together with the sharps container, and surgical centre was using reusable sharp collection container. All disposable sharps containers in medium and small clinics used non-puncture-resistant or simple packaging carton boxes. 60% and 13.3% of the disposable sharps containers in NEMMCSH and the government health centre use purposefully manufactured disposable safety boxes.

Needle sticks injury reporting and occurrence

A total of 70 injuries were reported to the health facility manager in the last one year, and 44 of the injuries were reported by health professionals. The rest of the injuries were reported by supportive staff. These injuries were reported from 35 health facilities, and the remaining six health facilities did not report any cases of injury related to work; see Tables 2 and 3 below.

Accidents or incidents, including near misses, spillages, damaged containers, inappropriate segregation, and any incidents involving sharps, should be reported to the waste-management officer. Accidental contamination must be notified using a standard-format document. The cause of the accident or incident should be investigated by the waste-management officer (in case of waste) or another responsible officer, who should also take action to prevent a recurrence [ 13 ]. Two hundred seventy-one (50.2% (CI: 45.7–54.6) of the respondents agree that satisfactory procedures are available in case of an accident, while the remaining 269 (49.8%( CI: 45.4–54.3) of respondents do not agree on the availability of satisfactory procedures in case of an accident, see Table 4 below. The availability of satisfactory procedures in case of an accident is above the mean in medium clinics, which is 60.8%. 132(24.4%) of the staff are pricked by needle stick injury while providing health services. Nearly half of the respondents, 269 (49.8%), who have been exposed to needle stick injury do not get satisfactory procedures after being pricked by a needle, and those who have not been stung by a needle stick injury for the last year. 204 (37.8%) disagree with the presence of satisfactory procedures in the case of a needle stick injury. In NEMMCSH, 30.2% of the research participants were pricked by needle stick injury within one year of period, and 48.8% of those who were stung by needle stick injuries did not agree upon the presence of satisfactory procedures in case of needle stick injuries in the study hospital. 17.9% and 49.5%, 24.1% and 60.8%, 7.6% and 50% of the respondents are pricked by needle sticks, and they disagree on the availability of satisfactory procedures in case of accidents, respectively, in government health centres, medium clinics, small clinics, and surgical centre respectively.

One hundred seventy-seven (32.7% (CI:29.1–37) respondents were exposed to needle stick injury while working in the current health facilities. One hundred three (58.1%) and 26 (32.9%) needle stick injuries were reported from WUNEMMCSH and medium clinics, which is above the mean. One hundred thirty-two(24.7% (95%CI:20.7–28.1) of the respondents are exposed to needle stick injury within one year of the period. Seventy-eight(30.2%), 17 (17.9%), 19 (24.1%), 15 (16.3%), 3 (18.8%) of the staff are injured by needle sticks from NEMMCSH, government health centres, medium clinics, small clinics, and surgical centre staffs respectively within one year of service.

The mean availabilities of satisfactory procedures in case of accidents were 321 (59.4% (CI:55.4–63.7). Out of this, 13.7% of the staff is injured by needle sticks within one year before the survey. Except in NEMMCSH, the mean availabilities of satisfactory procedures were above the mean, which is 50%, 60%, 77.2%, 66.3%, and 81.3% in NEMMCSH, government health centres, medium clinics, small clinics, and surgical centres respectively.

Table 5 below shows that Hepatitis B, COVID-19, and tetanus toxoid vaccinations are the responses of the research participants to an open-ended question on which vaccine they took. The finding shows that 220 (40.8%) of the respondents were vaccinated to prevent themselves from health facility-acquired infection. One hundred fifty-six (70.9%) of the respondents are vaccinated to avoid themselves from Hep B infection. Fifty-nine (26%0.8) of the respondents were vaccinated to protect themselves from two diseases that are Hep B and COVID-19.

Appropriate health care waste management practice was assessed by using 12 questions: availability of colour-coded waste bins, foot-operated dust bins, elbow or foot-operated hand washing basin, personal protective equipment, training, role and responsibility of the worker, the presence of satisfactory procedures in case of an accident, incinerator, vaccination, guideline, onsite treatment, and the availability of poster. The mean of appropriate healthcare waste management practice was 55.58%. The mean of solid health care waste management practice based on the level of health facilities was summed and divided into 12 variables to get each health facility’s level of waste management practice. 64.9%, 45.58%, 49%, 46.9%, and 51.8% are the mean appropriate health care waste management practices in NEMMCSH, government health centres, medium clinics, small clinics, and surgical centres, respectively. In NEMMCSH, the practice of solid healthcare waste management shows above the mean, and the rest was below the mean of solid healthcare waste management practice.

Healthcare waste treatment and disposal practice

Solid waste treatment before disposal was not practised at all study health facilities. There is an incineration practice at all of the study health facilities, and the World Health Organization 2014 recommended three types of incineration practice for solid health care waste management: dual-chamber starved-air incinerators, multiple chamber incinerators, and rotary kilns incinerators. Single-chamber, drum, and brick incinerators do not meet the best available technique requirements of the Stockholm Convention guidelines [ 13 ]. The findings of this study show that none of the incinerators found in the study health facilities meet the minimum standards of solid healthcare waste incineration practice, and they need an air inlet to facilitate combustion. Eleven (26.82%) of the health facilities have an ash pit to dispose of burned SHCW; the majority, 30 (73.17%), dispose of the incinerated ash and burned needles in the municipal waste disposal site. In one out of 11 health facilities with an ash pit, one of the incinerators was built on the ash pit, and the incinerated ashes were disposed of in the ash pit directly. Pre-treatment of SHCW before disposal was not practised at all health facilities; see Table 6 below.

All government health facilities use incineration to dispose of solid waste. 88.4% and 100% of the solid wastes are incinerated in WUNEMMCS Hospital and government health centres, respectively. This finding was not similar to the other studies because other technologies like autoclave microwave and incineration were used for 59–60% of the waste [ 15 ]. Forty-one (100%) of the study facilities were using incinerators, and only 5 (12.19%) of the incinerators were constructed by using brick and more or less promising than others for incinerating the generated solid wastes without considering the emitting gases into the atmosphere and the residue chemicals and minerals in the ashes.

Research participants’ understanding of the environmental friendliness of health care waste management practice was assessed, and the result shows that more than half, 312(57%) of the research participants do not agree on the environmental friendliness of the waste disposal practices in the health facilities. The most disagreement regarding environmental friendliness was observed in NEMMCSH; 100 (38.8%) of the participants only agreed the practice was environmentally friendly of the service. Forty-four (46.3%), 37 (46.8%), 40 (43.5%), and 7 (43.8%) of the participants agree on the environmental friendliness of healthcare waste management practice in government health centres, medium clinics, small clinics, and surgical centres, respectively.

One hundred twenty-five (48.4%) and 39(42.4%) staff are trained in solid health care waste management practice in NEMMCSH and small clinic staff, respectively; this result shows above the mean. Twenty-seven (28.4%), 30 (38%), and 4 (25%) of the staff are trained in health care waste management practice in Government health centres, medium clinics, and surgical centres, respectively. The training has been significantly associated with needle stick injury, and the more trained staff are, the less exposed to needle stick injury. One hundred ninety-six (36.4%) of the participants answered yes to the question about the availability of trainers in the institution. 43.8% of the NEMMCSH staff agreed on the availability of trainers on solid health care waste management, which is above the mean, and 26.3%, 31.6%, 31.5%, and 25% for the government health centres, medium clinics, small clinics, and surgical centre respectively, which is below the mean.

Trained health professionals are more compliant with SHCWM standards, and the self-reported study findings of this study show that 41.7% (95%CI:37.7–46) of the research participants are trained in health care waste management practice. This finding was higher compared to the study findings of Sahiledengle in 2019 in the southeast of Ethiopia, shows 13.0% of healthcare workers received training related to HCWM in the past one year preceding the study period and significantly lower when compared to the study findings in Egypt which is 71% of the study participants were trained on SHCWM [ 8 , 19 , 20 ].

Three out of four government health facility leaders, 17 (45.94%) of private health facility leaders/owners of the clinic and 141 FGD participants complain about the absence of some PPEs like boots and aprons to protect themselves from infectious agents.

‘ ‘Masks, disposable gloves, and changing gowns are a critical shortage at all health facilities.’’

Cleaners in private health facilities are more exposed to infectious agents because of the absence of personal protective equipment. Except for the cleaning staff working in the private surgical centre, all cleaning staff 40 (97.56) of the health facilities complain about the absence of changing gowns and the fact that there are no boots in the facilities.

Cost inflation and the high cost of purchasing PPEs like gloves and boots are complained by all of (41) the health facility owners and the reason for the absence of some of the PPEs like boots, goggles, and shortage of disposable gloves. Sometimes, absence from the market is the reason why we do not supply PPE to our workers.

Thirty-four (82.92%) of the facility leaders are forwarded, and there is a high expense and even unavailability of some of the PPEs, which are the reasons for not providing PPEs for the workers.

‘‘Medical equipment and consumables importers and whole sellers are selective for importing health supplies, and because of a small number of importers in the country and specifically, in the locality, we can’t get materials used for health care waste management practice even disposable gloves. ’’

One of the facility leaders from a private clinic forwarded that before the advent of COVID-19 -19) personal protective equipment was more or less chip-and-get without difficulty. Still, after the advent of the first Japanese COVID-19 patient in Ethiopia, people outside the health facilities collect PPEs like gloves and masks and storing privately in their homes.

‘‘PPEs were getting expensive and unavailable in the market. Incinerator construction materials cost inflation, and the ownership of the facility building are other problems for private health facilities to construct standard incinerators.’’

For all of the focus group discussion participants except in NEMMCSH and two private health facilities, covered and foot-operated dust bins were absent or in a critical shortage compared to the needed ones.

‘‘ Waste bins are open and not colour-coded. The practice attracts flies and other insects. Empty waste bins are replaced without cleaning and disinfecting by using chlorine solution.’’ “HCW containers are not colour-coded, but we are trying to label infectious and non-infectious in Amharic languages.”

Another issue raised during focus group discussions is incineration is not the final disposal method. It needs additional disposal sites, lacks technology, is costly to construct a brick incinerator, lacks knowledge for health facility workers, shortage of man powers /cleaners, absence of environmental health professionals in health centres and all private clinics, and continues exposure to the staff for needle stick injury, foully smell, human scavengers, unsightly, fire hazard, and lack of water supply in the town are the major teams that FGD participants raise and forwarded the above issue as a problem to improve SHCWMP.

Focus group participants, during the discussion, raised issues that could be more comfortable managing SHCWs properly in their institution. Two of the 37 private health facilities are working in their own compound, and the remaining 35 are rented; because of this, they have difficulty constructing incinerators and ash removal pits and are not confident about investing in SHCWM systems. Staff negligence and involuntary abiding by the rules of the facilities were raised by four of the government health facilities, and it was difficult to punish those who violated the healthcare waste management rules because the health facility leaders were not giving appropriate attention to the problem.

Focus group participants forwarded recommendations on which interventions can improve the management of SHCW, and recommendations are summarised as follows:

“PPE should be available in quality and quantity for all health facility workers who have direct contact with SHCW.” “Scientific-based waste management technologies should be availed for health facilities.” “Continuous induction HCW management training should be provided to the workers. Law enforcement should be strengthened.” “Communal HCW management sites should be availed, especially for private health facilities.” “HCWM committee should be strengthened.” “Non-infectious wastes should be collected communally and transported to the municipal SHCW disposal places.” “Leaders should be knowledgeable on the SHCWM system and supervise the practice continuously.” “Patient and client should be oriented daily about HCW segregation practice.” “Regulatory bodies should supervise the health facilities before commencing and periodically between services .”

The above are the themes that FGD participants discussed and forwarded for the future improvements of SHAWMP in the study areas.

Lack of water supply in the town

Other issues raised during FGDs were health facilities’ lack of water supply. World Health Organization (2014: 89) highlights that water supply for the appropriate waste management system should be mandatory at any time in all health service delivery points.

Thirty-nine (95.12%) of the health facilities complain about the absence of water supply to improve HCW management practices and infection prevention and control practices in the facilities.

“We get water once per week, and most of the time, the water is available at night, and if we are not fetching as scheduled, we can’t get water the whole week”.

In this research, only those who have direct contact have participated in this study, and 434 (80.4%) of the respondents agree they have roles and responsibilities for appropriate solid health care waste management practice. The rest, 19.6%, do not agree with their commitment to manage health care wastes properly, even though they are responsible. Health facility workers in NEMMCSH and medium clinics know their responsibilities better than others, and their results show above the mean. 84.5%, 74.5%, 81%, 73.9% and 75% in NEMMCSH, Government health centres, medium clinics, small clinics, and surgical centres, respectively.

Establishing a policy and a legal framework, training personnel, and raising public awareness are essential elements of successful healthcare waste management. A policy can be viewed as a blueprint that drives decision-making at a political level and should mobilize government effort and resources to create the conditions to make changes in healthcare facilities. Three hundred and seventy-four (69.3%) of the respondents agree with the presence of any solid healthcare waste management policy in Ethiopia. The more knowledge above the mean (72.9%) on the presence of the policy is reported from NEMMCSH.

Self-reported level of knowledge on what to do in case of an accident revealed that 438 (81.1% CI: 77.6–84.3%) of the respondents knew what to do in case of an accident. Government health centre staff and medium clinic staff’s knowledge about what to do in case of an accident was above the mean (88.4% and 82.3%), respectively, and the rest were below the mean. The action performed after an occupational accident revealed that 56 (35.7%) of the respondents did nothing after any exposure to an accident. Out of 56 respondents who have done nothing after exposure, 47 (83.92%) of the respondents answered yes to their knowledge about what to do in case of an accident. Out of 157 respondents who have been exposed to occupational accidents, only 59 (37.6%) of the respondents performed the appropriate measures, 18 (11.5%), 9 (5.7%), 26 (16.6%), 6 (3.8%) of the respondents are taking prophylaxis, linked to the incident officer, consult the available doctors near to the department, and test the status of the patient (source of infection) respectively and the rest were not performing the scientific measures, that is only practising one of the following practices washing the affected part, squeezing the affected part to remove blood, cleaning the affected part with alcohol.

Health facility workers’ understanding of solid health care waste management practices was assessed by asking whether the current SHCWM practice needs improvement. Four hundred forty-nine (83.1%) health facility workers are unsatisfied with the current solid waste management practice at the different health facility levels, and they recommend changing it to a scientific one. 82.6%, 87.4%, 89.9%, 75%, and 81.3% of the respondents are uncomfortable or need to improve solid health care waste management practices in NEMMCSH, government health centres, medium clinics, small clinics, and surgical centres, respectively.

Lack of safety box, lack of colour-coded waste bins, lack of training, and no problems are the responses to the question problems encountered in managing SHCWMP. Two Hundred and Fifty (46.92%) and 232 (42.96%) of the respondents recommend the availability of safety boxes and training, respectively.

Four or 9.8% of the facilities have infection prevention and control (IPC) teams in the study health facilities. This finding differed from the study in Pakistan, where thirty per cent (30%) of the study hospitals had HCWM or infection control teams [ 21 ]. This study’s findings were similar to those conducted in Pakistan by Khan et al. [ 21 ], which confirmed that the teams were almost absent at the secondary and primary healthcare levels [ 20 ].

The availability of health care waste management policy report reveals that 69.3% (95% CI: 65.4–73) of the staff are aware of the presence of solid health care waste management policy in the institution. Availability of health care waste management policy was 188 (72.9%), 66 (69.5%), 53 (677.1%), 57 (62%), 10 (62.5%) in NEMMCSH, Government health centres, medium clinics, small clinics, and surgical centre respectively. Healthcare waste management policy availability was above the mean in NEMMCSH and government health centres; see Table 6 below.

Open-ended responses on the SHCWM practice of health facility workers were collected using the prepared interview guide, and the responses were analyzed using thematic analysis. All the answered questions were tallied on the paper and exported to Excel software for thematic analysis.

The study participants recommend.

“appropriate segregation practice at the point of generation” "health facility must avail all the necessary supplies that used for SHCWMP, punishment for those violating the rule of SHCWMP",

“waste management technologies should be included in solid waste management guidelines, and enforcement should be strengthened.”

The availability of written national or adopted/adapted SHCWM policies was observed at all study health facilities. Twenty eight (11.66%) of the rooms have either a poster or a written document of the national policy document. However, all staff working in the observed rooms have yet to see the inside content of the policy. The presence of the policy alone cannot bring change to SHCWMP. This finding shows that the presence of policy in the institution was reasonable compared to the study findings in Menelik II hospital in Addis Ababa, showing that HCWM regulations and any applicable facility-based policy and strategy were not found [ 22 ]. The findings of this study were less compared to the study findings in Pakistan; 41% of the health facilities had the policy document or internal rules for the HCWM [ 21 ].

Focus group participants have forwarded recommendations on which interventions can improve the management of SHCW, and recommendations are summarised as follows.

‘‘Supplies should be available in quality and quantity for all health facility workers with direct contact with SHCW. Scientific-based waste management technologies should be available for health facilities. Continues and induction health care waste management training should be provided to the workers. Law enforcement should be strengthened. Community healthcare waste management sites should be available, especially for private health facilities. HCWM committee should be strengthened. Non-infectious wastes should be collected communally and transported to the municipal SHCW disposal places. Leaders should be knowledgeable about the SHCWM system and supervise the practice continuously. Patients and clients should be oriented daily about health care waste segregation practices. Regulatory bodies should supervise the health facilities before commencing and periodically in between the service are the themes those FGD participants discussed and forward for the future improvements of SHCWMP in the study areas.’’

The availability of PPEs in different levels of health facilities shows 392 (72.6%), 212 (82.2%), 56 (58.9%), 52 (65.8%), 60 (65.2%), 12 (75%) health facility workers in NEMMCSH, government health centres, medium clinics, small clinics, and surgical centres respectively agree to the presence of personal protective equipment in their department. The availability of PPEs in this study was nearly two-fold when compared to the study findings in Myanmar, where 37.6% of the staff have PPEs [ 12 ].

The mean availability of masks, heavy-duty gloves, boots, and aprons was 71.1%, 65.4%, 38%, and 44.4% in the study health facilities. This finding shows masks are less available in the study health facilities compared to other studies. The availability of utility gloves, boots, and plastic aprons is good in this study compared to the study conducted by Banstola, D in Pokhara Sub-Metropolitan City [ 23 ].

The findings of this study show there is a poor segregation practice, and all kinds of solid wastes were collected together. This finding was similar to the study findings conducted in Addis Ababa, Ethiopia, by Debere et al. [ 24 ] and contrary to the study findings conducted in Nepal and India, which shows 50% and 65–75% of the surveyed health facilities were practising proper waste segregation systems at the point of generation without mixing general wastes with hazardous wastes respectively [ 9 , 17 ].

Ninety percent of private health facilities collect and transport SHCW generated in every service area and transport it to the disposal place by the collection container (no separate container to collect and transport the waste to the final disposal site). This finding was similar to the study findings of Debre Markos’s town [ 25 ]. At all of the facilities in the study area, SHCW was transported from the service areas to the disposal site manually by carrying the collection container, and there was no trolley for transportation. This finding was contrary to the study findings conducted in India, which show segregated waste from the generation site was being transported through the chute to the carts placed at various points on the hospital premises by skilled sanitary workers [ 17 ].

Observational findings revealed that pre-treatment of SHCW before disposal was not practised at all study health facilities. This study was contrary to the findings of Pullishery et al. [ 26 ], conducted in Mangalore, India, which depicted pre-treatment of the waste in 46% of the hospitals [ 26 ]. 95% of the facilities have no water supply for handwashing during and after solid healthcare waste generation, collection, and disposal. This finding was contrary to the study findings in Pakistan hospitals, which show all health facilities have an adequate water supply near the health care waste management sites [ 27 ].

Questionnaire data collection tools show that 129 (23.8%) of the staff needle stick injuries have occurred on health facility workers within one year of the period before the data collection. This finding was slightly smaller than the study findings of Deress et al. [ 25 ] in Debre Markos town, North East Ethiopia, where 30.9% of the workers had been exposed to needle stick injury one year prior to the study [ 25 ]. Reported and registered needle stick injuries in health facilities are less reported, and only 70 (54.2%) of the injuries are reported to the health facilities. This finding shows an underestimation of the risk and the problem, which was supported by the study conducted in Menilik II hospitals in Addis Ababa [ 22 ]. 50%, 33.4%, 48%, 52%, and 62.5% of needle stick injuries were not reported in NEMMCSH, Government health centres, medium clinics, small clinics, and surgical centres, respectively, to the health facility manager.

Nearly 1/3 (177 or 32.7%) of the staff are exposed to needle stick injuries. Needle stick injuries in health facilities are less reported, and only 73 (41.24%) of the injuries are reported to the health facilities within 12 months of the data collection. This finding is slightly higher than the study finding of Deress et al. [ 25 ] in Debere Markos, Ethiopia, in which 23.3% of the study participants had encountered needle stick/sharps injuries preceding 12 months of the data collection period [ 25 ].

Seventy-three injuries were reported to the health facility manager in the last one year, 44 of the injuries were reported by health professionals, and the rest were reported by supportive staff. These injuries were reported from 35(85.3%) health facilities; the remaining six have no report. These study findings were better than the findings of Khan et al. [ 21 ], in which one-third of the facilities had a reporting system for an incident, and almost the same percentage of the facilities had post-exposure procedures in both public and private sectors [ 21 ].

Within one year of the study period, 129 (23.88%) needle stick injuries occurred. However, needle stick injuries in health facilities are less reported, and only 70 (39.5%) of the injuries are reported to the health facilities. These findings were reasonable compared to the study findings of the southwest region of Cameroon, in which 50.9% (110/216) of all participants had at least one occupational exposure [ 28 , 29 ]. This result report shows a very high exposure to needle stick injury compared to the study findings in Brazil, which shows 6.1% of the research participants were injured [ 27 ].

The finding shows that 220 (40.8%) of the respondents were vaccinated to prevent themselves from health facility-acquired infection. One Hundred Fifty-six (70.9%) of the respondents are vaccinated in order to avoid themselves from Hep B infection. Fifty-nine (26%0.8) of the respondents were vaccinated to protect themselves from two diseases that are Hep B and COVID-19. This finding was nearly the same as the study findings of Deress et al. [ 7 ],in Ethiopia, 30.7% were vaccinated, and very low compared to the study findings of Qadir et al. [ 30 ] in Pakistan and Saha & Bhattacharjya India which is 66.67% and 66.17% respectively [ 25 , 30 , 31 ].

The incineration of solid healthcare waste technology has been accepted and adopted as an effective method in Ethiopia. These pollutants may have undesirable environmental impacts on human and animal health, such as liver failure and cancer [ 15 , 16 ]. All government health facilities use incineration to dispose of solid waste. 88.4% and 100% of the wastes are incinerated in WUNEMMCSH and government health centres, respectively. This finding contradicts the study findings in the United States of America and Malaysia, which are 49–60% and 59–60 are incinerated, respectively, and the rest are treated using other technologies [ 15 , 16 ].

All study health facilities used a brick or barrel type of incinerator. The incinerators found in the study health facilities need to meet the minimum standards of solid health care waste incineration practice. These findings were similar to the study findings of Nepal and Pakistan [ 32 ]. The health care waste treatment system in health facilities was found to be very unsystematic and unscientific, which cannot guarantee that there is no risk to the environment and public health, as well as safety for personnel involved in health care waste treatment. Most incinerators are not properly operated and maintained, resulting in poor performance.

All government health facilities use incineration to dispose of solid waste. All the generated sharp wastes are incinerated using brick or barrel incinerators, as shown in Fig. 1 above. This finding was consistent with the findings of Veilla and Samwel [ 33 ], who depicted that sharp waste generation is the same as sharps waste incinerated [ 33 ]. All brick incinerators were constructed without appropriate air inlets to facilitate combustion except in NEMMCSH, which is built at a 4-m height. These findings were similar to the findings of Tadese and Kumie at Addis Ababa [ 34 ].

Barrel and brick incinerators used in private clinic

Strengths and limitations

This is a mixed-method study; both qualitative and quantitative study design, data collection and analysis techniques were used to understand the problem better. The setting for this study was one town, which is found in the southern part of the country. It only represents some of the country’s health facilities, and it is difficult to generalize the findings to other hospitals and health centres. Another limitation of this study was that private drug stores and private pharmacies were not incorporated.

Conclusions

In the study, health facilities’ foot-operated solid waste dust bins are not available for healthcare workers and patients to dispose of the generated wastes. Health facility managers in government and private health institutions should pay more attention to the availability of colour-coded dust bins. Most containers are opened, and insects and rodents can access them anytime. Some of them are even closed (not foot-operated), leading to contamination of hands when trying to open them.

Healthcare waste management training is mandatory for appropriate healthcare waste disposal. Healthcare-associated exposure should be appropriately managed, and infection prevention and control training should be provided to all staff working in the health facilities.

Availability of data and materials

The authors declare that data for this work are available upon request to the first author.

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Acknowledgements

The authors are grateful to the health facility leaders and ethical committees of the hospitals for their permission. The authors acknowledge the cooperation of the health facility workers who participated in this study.

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

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Dr. Yeshanew Ayele Tiruneh is a researcher of this study; the principal investigator does all the proposal preparation, methodology, data collection, result and discussion, and manuscript writing. Professor LM Modiba and Dr. SM Zuma are supervisors for this study. They participated in the topic selection and modification to the final manuscript preparation by commenting on and correcting the study. Finally, the three authors read and approved the final version of the manuscript and agreed to submit the manuscript for publication.

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Tiruneh, Y.A., Modiba, L.M. & Zuma, S.M. Solid health care waste management practice in Ethiopia, a convergent mixed method study. BMC Health Serv Res 24 , 985 (2024). https://doi.org/10.1186/s12913-024-11444-8

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Subject Guide

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Reference & Instruction Department

Introduction

Mentor Text

Biography Research Guide

Essay Template

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Biographical Resources: A Research Guide: Introduction

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Examples of Biographical Statement and Abstract

How to Write a Biography in 8 Steps (The Non-Boring Way!)

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What Are the Key Elements of a Biography?

How To Set Better Goals Using Science

How to Write a Biography in 8 Steps Using Key Elements

Choose your subject and conduct research

Develop compelling themes and motifs

Conduct relevant interviews

Develop a clear structure

Craft captivating prose

Build a balance of objectivity and empathy

Respect truth, privacy, and sensitivity

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Writing Biographies Key Takeaways

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How to Write a Biography

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Polishing the Biography

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