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Mulitgenre Assessment Project

Johnna Reisner

1. Standards:
CCSS.ELA-LITERACY.W.11-12.2.A
Introduce a topic; organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified whole; include formatting
(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
CCSS.ELA-LITERACY.W.11-12.2.D
Use precise language, domain-specific vocabulary, and techniques such as metaphor,
simile, and analogy to manage the complexity of the topic.
CCSS.ELA-LITERACY.W.11-12.3
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.11-12.3.C
Use a variety of techniques to sequence events so that they build on one another to create
a coherent whole and build toward a particular tone and outcome (e.g., a sense of
mystery, suspense, growth, or resolution).
CCSS.ELA-LITERACY.W.11-12.3.D
Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience. (Editing for conventions should demonstrate command of
Language standards 1-3 up to and including grades 11-12 here.)

2. Why:
This project is part of a unit that is three weeks long and deals with genre. During the unit
student will learn how to identify different genres and learn how to write in different genres. By
the end of the unit the students will be asked to complete this project to demonstrate that they are
proficient in writing with different genres. This project will also be used to assess how well
students can use different genres and modes to convey meaning and understanding. It is
important for students to understand how to identify and write in different genres not just in their
academic career but in their life after academia as well. Knowing how to communicate is an
essential skill. Understanding the best genres to convey meaning is also very important. A cover
letter is totally different then a personal letter, and if you cannot understand how to write or read
instructions or a recipe life will be very difficult. Therefore, understanding genre and how to use
it is very important.

3. Essential Questions:
Is understanding how to identify, interpret, and write in various genres an essential skill?
o Why do writes write in different genres?
o How can understanding genre help you outside of class?
o How does understanding genre help a reader better understand a work?

4. Detailed content to be covered:
Facts &
definitions:
Concrete
information that
needs to be
memorized in order
to think about the
rest of the content

Explanations
Key ideas and principles about
content, such as:
- compare/contrast
- cause/effect
- part/whole
- powerful/subject to those
in power
- better/worse

Application &
Analysis
Interpret scenarios or
examples of content

Use key terms and
ideas


Transfer
Near transfer:
Create a scenario or
example similar to
the ones analyzed
Far transfer:
Recognize when
and how to use key
ideas and analytic
skills to interpret a
novel context
Create a novel
context for
application of key
ideas and analytic
skills

Students will need
to be familiar with
different genres and
the elements that
make up those
genres.























Students should be able to
compare and contrast different
genres and know the difference
between them.

Students should understand that
certain genres are better at
conveying a certain meaning
then other.

Students should know that there
are genres and subgenres. For
example, poetry is a genre but
there is a lot that falls under that
title.
When given a prompt
and guidelines
students should be
able to create their
own genre pieces.

Student should be
able to edit and revise
their work and the
work of others.
Students should be
able to create their
own genre pieces,
revise, edit and
organize their pieces
to have a coherent
theme that represents
one major theme.
Their portfolio will
have at least seven
pieces in it that
should all be centered
around the same topic
in order to create a
whole work that
conveys meaning.



5. Pre assessment:
a. I expect students to know some of the more common genres in literature, for
example: mystery, romance, gothic, short story, ect.
b. I want students to end up being excited about this project. At first it may be
daunting but at the end I really want them to get into writing these mulitgenre
papers because it is about a topic they want to write about. I want the students to
be proud of their final project not just turn it in because they have to.
c. For the background activity I have created an introductory mini lesson to writing
genre. This activity should get students started in thinking about how to write
genre and how to use different genres for the same theme. See attached mini
lesson.

Summative Assessment:
Background: This unit can be adapted for any grade level or class. For my purposes, and
in order to make the unit stand in a middle ground so it is more easily adaptable in the future, I
will be looking at how to use this unit in a class of senior honors students.
The demographic will be divers with many backgrounds, ethnicities, and gender
orientations. I will be basing this unit off of working with a class of thirty students in the suburbs
of Charlotte. (Basically what a class would look like at my high school).
The writing portion of this unit is personal and can easily be adapted to whatever
purposes the teacher needs. In order to get students writing a personal multigenre paper can be
used or in order to work on research and synthesis skills a research multigenre paper can be used.
For my unit I am choosing to do a personal multigenre paper instead of a research based paper.
Lead up: See attached document of unit out line
Overview of task: This task will be used to assess the understanding of students grasp on genre
and how to use genres effectively to create a cohesive themed paper. Students should show their
voice in writing along with what they have learned in the genre unit.
Self-assessment- One of the pieces that are required to turn in with the portfolio of writing is a
reflection piece on the process. I want students to reflect on how they did, what they thought
about the project, if they felt they learned anything, if they liked it or thought it helped them
understand how to use genre. Finally, I would like students to give honest feedback on my (the
teachers) performance. Was I to vague, was I to controlling? Did they like the interaction I had
with them did they feel like I knew what I was doing? I would like them to spend some time
responding to these questions because I will use these responses to shape what I do with the
project in the future. This part of the reflection will help prompts my reflection on the project as
well.










6/7.
Multigenre Project

This project is an opportunity to purse and interest of your own. To write and write and write
about what you want. This project will be a way for you to explore new ways of writing,
manipulate ideas, and bring together a cohesive project that reflects who you are a writer.

Instructions:
2. Pick a topic that your paper will revolve around. It can be as broad as love or as strange
and specific as the color or your favorite shirt. Choose a topic that you will want to keep
writing about. Something that you enjoy thinking about and that you can approach in
from different angles.
3. Participate in in class writing and revisions that we do. These participation grades will
add up to your final score. They will also give you somewhere to start with your writing.
The editing will help you rework your pieces to make them better or more cohesive in
your final products. Make sure to bring all writing assigned to class when we have editing
workshops.
4. Create seven to ten pieces to put together in a final portfolio. All pieces should relate to
the central them you are trying to convey.


Things the project must include:
o Cover letter- In this letter please answer the following: What is a multigenre
project to you? Have this be an introduction to your paper. Include what genres
you used and why? What you wrote about and why? Why you picked the topics
for each genre and how the all work together. What style choices did you make?
What is the story behind your visual? Include answers to questions like these so
the reader gets a taste of what they are about to read.
o Short story
o Nonfiction
o Visual Element
o New genre/one used in your everyday life
o 3-6 other pieces
o All drafts and in process papers we work on inside and outside the classroom
o Reflection piece- This should come at the end of the portfolio after the project is
over. I would like you to reflect on the process and the project you produced.
What did you think about this project. What did you like or dislike? What were
your strengths or weaknesses? Try to include how well I played my role in the
project as well. (I wont take it personally this will help me know how to teach it
next time.)

There are four genre pieces that are mandatory meaning you will have to create at least three
more on your own if not more. Each piece should be different from the rest yet somehow fit into
your topic. Try to imagine that you are writing a regular persuasive argumentative, explanatory,
or research paper. How would you get your point across? How would you tell your story?
Translate that into the images and words you use in your mgp
Other genres to consider for you project

First person narrative
Third person narrative
Stream of consciousness
Interior Monolog
Dialog (written in play format)

Poems for two voices
Free verse
Photograph poem
Haiku
Limerick
List poem
Dramatic monolog
Song lyrics

Alternate Style Pieces
Labyrinthine sentences
fragments
double voice
list

Newspaper style
hard news stories
feature stories
Dear Abby
comic strip
obituaries
editorials
classified ad
Reviews
diary/journal entries
allegory
character sketch
brochure
bumper sticker
announcements
directories
cast lists
encyclopedia entries
fable
game rules
interviews
job application
letters/post cards
web site home page
map
parodies
headlines
manifesto
prayer
quotations
recipes
time lines

want ads
menu
newscast

good news/bad news




Multigenre Paper: Rubric

CATEGORY 5 4 3 2 1 1
Content
Support
(x5)
Provocative,
meticulous, quality
details give the
reader important
information that
transcends beyond
the obvious or
predictable.
Relevant, telling
details and
information give
the reader
important
information that
goes beyond the
obvious or
predictable.
Supporting details
and information
are relevant, but
one key issues or
portion of the
storyline are
unsupported.
Supporting details
and information
are somewhat
relevant, but
several key issues
or portions of the
storyline are
unsupported.
Supporting details
and information
are unclear or
not related to
the topic.
Supporting details and
information are typically
unclear or not related to
the topic.
Appropriate
Use of Genre
(x5)
Various genres are
used and give the
reader clarity and
insight.
Appropriate genre
is chosen for each
topic of writing.
Various genres are
used and mostly
give the reader
clarity; however,
one genre does not
make sense or is
unsuitable to
convey the writers
purpose.
Writing is
mediocre and
genre is fairly
suitable for the
topic, but other
genres would have
been more
appropriate. Many
times, the writing
is inconsistent with
the demands of the
genre.
The writing is
mostly inconsistent
with the genre.
The topic clearly
doesn't fit the
genres.
The use of genres
is highly
inappropriate,
irrelevant, and
inconsistent.
The writing is thoroughly
inconsistent with the
genre. The topic clearly
doesn't fit the genre.
Conventions

Writer makes no
unintentional
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes 1-2
unintentional
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes 3-4
unintentional
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes more
than 4
unintentional
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes
countless
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes more than 4
errors in grammar or
spelling that distract the
reader from the content.
Voice (x3) Writer speaks
directly to reader
in a manner that is
compelling,
engaging,
individual and has
personality. The
tone and voice
give depth and
texture to the paper
and are appropriate
for the purpose and
audience.
Writer engages
reader for the most
part--with one or
two moments of
disengagement.
The tone and depth
are at times
slightly
inappropriate.
The writer seems
sincere, but not
fully engaged or
involved. The
result is pleasant or
even personable,
but not
compelling. The
tone and depth are
at times fairly
inappropriate.
Writing is "risk
free" and seems to
hide the writer's
true feelings about
the topic. Writer is
unconcerned with
the audience;
writer's style is a
complete
mismatch for the
intended audience.
There is no
discernable
voice.
The writer seems
indifferent, uninvolved, or
distanced from the topic
and/or audience. Writer
speaks in a kind of
monotone. Writing is
"humdrum" and safe or
"risk free" and seems to
hide writer's true feelings
about the topic. Writer is
unconcerned with the
audience; writer's style is
a complete mismatch for
the intended audience.
Word Choice
(x3)

Words convey the
intended message
in a precise,
interesting, and
natural way.
Words are specific
and accurate.
Striking words and
phrases often catch
the reader's eye.
One or two
moments when the
writing lulls.
Sometimes the
writing seems
unnatural or
forced. Adjectives
and adverbs maybe
overdone in one or
two places.
The language is
functional, even if
it lacks much
energy. Words are
adequate and
correct in a general
sense; they get the
job done. The
words are only
occasionally
refined.
Writer uses a
limited vocabulary
that does not
communicate
strongly or capture
the reader's
interest. Jargon or
cliches may be
present and detract
from the meaning.
The use of genres
is highly
inappropriate,
irrelevant, and
inconsistent.
Writer uses a
limiteirrelevant, and d
vocabulary that does not
communicate strongly or
capture the reader's
interest. Jargon or cliches
may be present and detract
from the meaning.
Requirements

Minimum
requirements
(genres, pieces,
bibliography, title
page, repetend,
etc) are met with
exceptional effort
or exceeded.
Minimum
requirements
(genres, pieces,
bibliography, title
page, repetend,
etc) are met with
good effort.
Minimum
requirements
(genres, pieces,
bibliography, title
page, repetend,
etc) are met with
fair effort.
Minimum
requirements
(genres, pieces,
bibliography, title
page, repetend,
etc) are met with
little effort. OR
one requirement is
not met.
More than one
minimum
requirements
are
not met.
Minimum requirements
(genres, pieces,
bibliography, title page,
etc) are met with quality
work or exceeded.
Letter to the
Reader and
reflection (x2)

Letter is
provocative,
honest, and clearly
gives reader
insight for the
chosen topic and
reasons.
Letter is
thoughtful, honest,
and mostly gives
reader insight for
the chosen topic
and reasons.
Letter is somewhat
thoughtful, but
does not give the
reader insight for
either the chosen
topic or reasons.
Letter is confusing,
unfocused, and
marginal for the
reader.
There is no
letter to the reader.
Letter is provocative,
honest, and clearly gives
reader understanding th
chosen topic and reasons.
Score: _______/100
8. Self-Assessment:
The self-assessment for the students will be built into the project. One of the pieces that
the students will be required to include in their project is a reflection piece. In this piece I will
ask them to reflect on their experience with the project. I want students to talk about what they
liked and disliked, whether the project helped them better understand genre and how to use genre
to convey meaning. I want students to be honest with themselves and with me. In their piece I
will ask them to also talk about their struggles and their successes. They should be honest in
talking about whether or not they think they did well and what they could have done better.
They should include a paragraph on the role of the teacher as well. I want to know if I
helped them understand the project or if I made it to vague and confusing. Their feedback will
help me shape the project for future classes. It will also help me shape and understand my role as
the teacher in this project and what they need from me.

Other Assessment:
Students will turn in two genre pieces they write in class with revisions that can be
included in their project. They will get a participation grade for all the workshops we will do in
class with editing and revision. They will also participate in an in class mulitgenre group paper.
They project will last two days and the groups will have to work together to create a muligenre
paper of their own to present and turn in. Finally, they will have to turn in this project. Together
these grades will be taken to make up the majority of their writing grade for this unit.

9. One sample lesson:
PREASSESSMENT
Genre Mini Lesson:

Purpose: To engage students in a mini lesson geared towards refreshing their memories on genre
and introducing them to new genres they may not be familiar with. This mini lesson is to begin a
new unit that will include a multigenre project due at the end of it.

Rationale:
This mini lesson will be used to begin preparing students for a future unit project they are to
undertake. Writing genre has literary relevance along with personal relevance and will be used to
help students understand more both about the literature and the writing they will be asked to do
now and in the future. The lesson also aligns with standards that need to be met in writing. The
three texts I used for this mini lesson enhance my understanding of genre and multigenre writing.
In the article written by Bhatia the case for using genre analysis in the classroom is made very
clearly. He argues that no matter what discipline or area of study there will always be different
genres. Making sure that one understands how to use these genres and differentiate between
these genres is important in any area of life not just in a classroom setting. This lesson will also
provide a starting point for future lessons I will do with this topic. Finally this lesson will help
me as the teacher asses the understanding the students have of genre and multi genre before
moving forward with the multigenre project.




Standards:
CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

Time: 15 to 20 minutes

Materials:
Worksheet with genre information
Objects for each writing group to focus their writing
Index card with various genres on them

Instructions:

1. Students will get into groups of 2 to 4 people
2. Each group will receive an object and a card with one of the more well-known genres.
3. In their groups students will get 3-4 minutes to write using their two prompts.
4. I will come around again and hand out the second set of cards which have a newer
alternative genre.
5. Students will take 3-4 more minutes to use their prop and new genre to write a second
piece.
6. As a whole class each group will explain their genres and share the two pieces from their
group. This will only take 5 to 7 minutes.

Assessment
Formative: While the students are working the teacher should be moving around the
room listening to conversations and answering question. As the teacher I would be looking to
make sure the students understand the assignment and are effectively writing in the appropriate
genre. Students at this point should be able to understand the genres given to them and be able to
write short pieces in them. Because there are two different genres Im asking them to write in I
will be looking to see if they can not only understand the genre but make connections between
genres and topics. The students will share what they write in class, however, another option
could be for the teacher to collect their writing and give an informal grade for it in class as well.
Summative: Throughout the unit that this mini lesson introduces the students will be
working on a multigenre paper that they will turn in after three weeks. Students will write five to
seven pieces of writing using different genres. This assignment will be worked on inside and
outside of class, with multiple drafts of each piece due. When the final product is done it will be
turned in for grading. This assignment will judge how effectively the students understand and
can use different genres to convey a certain theme of their choosing.




Annotated Bibliography:
1. Romano, Tom. Blending Genre, Altering Style: Writing Multigenre Papers.
Portsmouth, NH: Boyton/Cook Publishers, Inc., 2000. Print.
This text has everything and anything that I might need to know about writing mulitgenre
papers and how to help my class understand and write their own genre papers. Romano
makes the literature very easy to understand and I used this book to help me understand
how to structure my unit and decide where I will need to start with my students in order
to set them up successfully for their future project. It also gives me a lot of ideas for
activities to do with my students and examples of students work just in case I dont have
any of my own to share.
2. Romano, Tom. "The Many Ways of Multigenre." Teaching the Neglected R. Ed.
Thomas Newkirk, Richard Kent. Portsmouth, NH: Heinemann, 2007. 87-102. Print.
This book has a lot of good material on writing outside of mulitgenre but for my purposes
I only used a chapter out of this book. The chapter was also by Tom Romano and gave
great reasons for why it is important for students to write mulitgenre papers and why it is
a good alternative to the normal research paper. I also really liked the examples of what a
research project instructional sheet and research design would look like found on pages
93 and 94.
3. Bhatia, Vijay K. "Applied genre analysis: a multi-perspective model." IBERICA
(2002): 19. Web. 15 Mar. 2014. <http://genos-140.adam.es/documents/text4-
Bhatia.pdf>.
This article attempts to explain the reason why using genre analysis is important not only
in language classes but across the board in multiple areas of discourse. It does a good job
of explaining the different approaches to writing and perspectives on genre analysis.
Then it goes into how every disciple has many different genres and why learning what
genre is and how to use different genres correctly is important is many areas of life not
just an English classroom. It would help a teacher create a solid rational for using
multigenre techniques in their classroom.


10. Statement on differentiation:
In my unit I have the class starting this project by doing it as a class project first.
Throughout the three week unit I also have students working on genre pieces that they can
either use or revise to use in this project. We will be doing a written warm up every day so
students will be able to use those as well. There is a lot of writing in this unit plan so that
students become familiar with it. Some assignments are not graded, some are done in class, and
some are done at home. There is a lot of variety in this unit plan. Even in the project itself there
can be variation. There is a lot of material on multigenre papers. I have read that teachers use
them as a substitute for a research project, or that they have been used to write about literature
that is being read in class. Here it is a bit more personal and free formed since I have not yet
developed my technique in teaching mulitgenre yet. However, even in my project students have
choice in what they write. They choose their topic and they choose their genre pieces. I would
like to keep it very open at first because this is a project I want my students to have fun with and
be creative with. I want it to be an opportunity or them to create something they are proud of
There will also be a lot of opportunity for students to talk to the teacher if they have
questions and to meet in order for the teacher to keep students on track. There is a lot of in class
revision and editing time as well so students should be able to not only do well with their project
but have a lot of time to do hands on learning in the classroom.
Other variations may include group or individual work, in class and out of class time,
what students write about can be narrowed or focused, how the project is used or graded, the
time put into the project, and any other way a teacher might want to use this project. I think one
good thing about using this in your classroom is that you can cater it to any student. If students
do not like writing so much they can draw heavily on visual elements. If students need more time
than others they are welcome to take any piece home and work on it then. As the teacher you can
help guide students that might lack attention of focus. In all this project will become whatever
the students and the teachers want it to become.

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