Allen, Camille A. (2001). The multigenre research paper: Voice, passion, and discovery in grades 4-6. Portsmouth, NH: Heinemann.
provides a detailed guide to teaching the mulitgenre process in upper
elementary schools. She described her three-month collaboration with
Laurie Swistaks, a fifth grade teacher committed to multigenre. She
emphasizes allowing students to self-select their topic, introducing
students to the library materials early in process, constant
communication and revision, and student input on grading rubric. She
also advocates the integration of art and oral presentation skills with
the project. Allen’s group of fifth graders ended their multigenre
journey with a “Multigenre Madness” evening where they shared their work
with peers, family, and friends. She includes numerous examples of
student writing, including two complete multigenre papers.
Allen, Camille, & Swistak, Laurie. (2004). Multigenre research: The power of choice and interpretation. Language Arts, 81, 223-232.
an education professor, and Swistak, a fifth grade teacher, explore the
evolution of their highly successful joint multigenre research project.
Allen’s pre-service education majors serve as mentors for Swistak’s
students who create insightful multigenre projects and oral
presentations that satisfy state and national language arts standards.
The authors explain two important aspects of the project, selecting a
subject and designing a blueprint. Allen and Swistak argue that for a
student to fully engage in four months of research and writing, they
must take interest in their subject and pleasure from the work. Their
article offers numerous processes to help ensure students have picked a
topic that will interest them throughout the project. Allen and Swistak
have also re-envisioned their typical research paper section
requirement. Realizing that students write to expectations rather than
for critical examination, Allen and Swistak implemented the
“Facts-Questions-Interpretations” (FQI) activity, which functions as a
blueprint for students. They list facts, generate questions concerning
their facts, and decide which genres help to answer their questions
best. The FQI allows students to thoughtfully organize their projects
and helps Swistak, Allen, and Allen’s pre-service students design and
teach appropriate genre mini-lessons.
Allison, Leah. (2005). The multigenre approach and research skills: Spicing it up!. Library Media Connection, 23, 43-60.
a librarian and seventh grade research teacher at a private boys’
school, relates her successful implementation of the multigenre paper
into the college prep curriculum. Teaming with social studies and
computer teachers, Allison and her colleagues encouraged students to
further explore countries that would be studied in the social studies
classroom. Student eagerly experimented with a wide range of genres and
created tri-fold boards to display their work to the school. Asking
students to explain their genre decisions and participate in peer review
allowed them to take ownership of their work. The majority of Allison’s
students enjoyed the innovative, challenging project and crafted work
that impressed both faculty and parents.
N.M. & Carroll, K.M. (2010). Motivating Students' Research Skills
and Interests through a Multimodal, Multigenre Research Project. English Journal, 99(6): 78-85.
article explores the perspectives of teacher educator Nancy Bailey and
high shool English teacher Kristen Carroll. Bailey is a researcher from
Canisius College in Buffalo, New York and began studying Carroll's 9th
grade English class. Carroll describes how she has involved multimodal
and multigenre thinking in her classrooms. Carroll asks her students to
define and reexamine what reading is. Soon as the beginning of
the semester discussion of reading progresses, students start to view
listening to music and watching movies as reading as well. Carroll
further describes her students' development and motivation through
learning about reading and semiotic analysis by using multigenre and
multimodal outlets. She encourages them to view moods and tones of film
and music as a form of symbols, which can be read. The 9th grade
student's projects are based on using both lingual and non-lingual forms
and to use the multimodal elements, such as expression, to share their
projects in a multigenre fashion. Bailey gives a qualitative view of
Carroll's classroom and her sociocultural approach to teaching. The
outcome is a synopsis of students' motivation in research because they
are expected to follow their own interests and use a variety of formats
to create their questions and projects.
Bird, Jennifer L. (2004). My multigenre journey. In T Poetter, T. Goodney, & J. Bird (Eds.), Critical perspectives on the curriculum of teacher education (85-104). Lanham, MD: University Press of America.
author, and high school English teacher Jennifer Bird adopts a
multigenre writing style to share successful teaching strategies from
her first few years in a high school classroom and to illustrate the
effectiveness of this creative writing approach. A former student of Tom
Romano, Bird advocates the use of multigenre writing in the classroom
but argues that students should first be instructed in the traditional
five-paragraph essay. She hopes giving her students a foundation in the
traditional prose style will encourage them to write both formally and
Blasingame, Jim, & Bushman, John H. (2005). The Multi-genre approach in writing. In Teaching writing in middle and secondary schools (pp. 59-70). Upper Saddle River, NJ: Pearson.
professors Blasingame and Bushman critique the traditional research
paper and offer the multigenre paper as a creative alternative to meet
language arts standards. The researchers introduce a five step process:
“Introducing the Concept,” “Choosing a Topic,” “Recording the
Experience,” “Investigating,” and “Writing and Making the
Reading/Writing Connection.” This chapter offers helpful research ideas
and genre tables for generating student brainstorming. An appendix to Teaching Writing in Middle and Secondary Schools (Appendix A) contains a sample multigenre paper and grading rubric.
Bowen, Barbara. (1991). A multi-genre approach to the art of the biographer. English Journal, 80 (4) 53-55.
discusses the power of multigenre writing for biographical research.
Working with seniors in a vocational English class, she assigns the
multigenre writing as a way to encourage students to find the art in
biography and to approach biographies with different windows of insight.
Students select subjects that they really want to learn about and keep
research journals through the process. Their journals are for noting
both research facts and their own feelings and impressions about their
discoveries. Oral sharing of their projects throughout the creation
process help students realize that they are learning and that what they
are learning is interesting to others.
Cate, Timothy E. (2000). “This is cool!” Multigenre research reports. Social Studies, 91, (3), 137-140.
an effort to blend the writing skills his ninth grade students were
learning in his English classroom and the research and documentation
skills he was teaching in his global studies class, Cate introduced his
students to a multigenre project on Latin America. He provided a list of
topics and required students to produce eight pieces on the topic.
Students were also required to write a piece of explanation for each of
their genres. Cate discovered that his students loved the alternative to
traditional research. However, he found that some of his initial
project criteria needed to be rethought. He finds that allowing students
to choose their own topic produces more engagement with the project and
that allowing excerpted material does not foster creativity.
Danielson, Kathy Everts & Harrington, Jeanne. (2005). From The Popcorn Book to Popcorn!: Multigenre children's books. Reading Horizons. 46 (1), 45-61.
article is an excellent resource for teachers seeking to implement
multigenre texts in the elementary classroom and to introduce their
students to the concept of multigenre as opposed to straight expository
or narrative writing. The authors show that multigenre texts are
becoming increasingly popular, especially in children's literature.
These texts act to introduce genre and can aide and compliment
comprehension. Multigenre works create differentiated instruction and
can support multiple reading strategies. The article provides an
annotated bibliography for a sample of multigenre children's literature
in addition to the above reasons for including multigenre in student
Robert, Lovell, Tom, Pambrun, Jennifer, Scanlan, John, & hadle,
Mark (1998). Multi-genre writing and state standards. Oregon English Journal, 20, 5-9.
and his colleagues offer variations on the multigenre project in the
high school classroom such as multigenre biographies, multigenre “ABC
Books” (“The ABC Book is a project that has 26 pieces of writing, one
for each letter of the alphabet”), and structured multigenre projects
(students are assigned genres like “ ‘a pair of letters between two
characters’ in a play” rather than being allowed to chose their own
genres). The authors assert that multigenre writing assignments allow
students to meet state language arts standards and can be tailored
specifically to address the criterion. As Shadle and his colleagues
relate, “Multigenre writing makes for work sample efficiency by allowing
students to show proficiency in several modes and forms at once.
Further, individual pieces and even whole projects can be used to
demonstrate proficiency in conveying ideas; organizing writing; and
using conventional grammar, usage, and spelling.” Furthermore, the
educators propose that multigenre research topics can vary widely,
allowing this project to fulfill standards and benchmarks for other
subjects, such as history or science.
Davis, Robert, & Shadle, Mark. (2000). “Building a mystery”: Alternative research writing and the academic act of seeking. College Composition and Communication, 51, 417- 446.
and Shadle, university English professors, begin their survey of
alternative research writing techniques with a negative critique of the
traditional academic research paper, which they describe as inherently
flawed, a process that does “not mak[e] knowledge as much as report the
known.” The authors suggest that teachers implement alternative writing
techniques, such as “the argumentative research paper, the personal
research paper, the research essay, and the
multi-genre/media/disciplinary/cultural research paper” to awaken their
students’ creativity and interest. As Davis and Shadle describe,
“Multi-media research writing . . . [offers] a full world of expression
and communication in which the visual arts, video, music, noise,
textures, even smells and tastes work in complex relations with
writing.” Examples of multi-media include: original paintings,
photographs, drawings, perfume, music, videos, collages, and sculpture.
Davis and Shadle discuss their use of the multigenre paper at the
college level and the broadened scope of their students’
Dickson, R., DeGraff, J., & Foard, M. (2002). Learning about self and others through multigenre research projects. English Journal, 92 (2), 82-90.
team of ninth grade teachers worked together to replace the traditional
research paper with a variety of more exciting options. Some students
created screenplays, some wrote and performed monologues, and many chose
to work on multigenre projects. Both the student and teacher responses
to the multigenre project varied. The teachers found that teaching
multigenre can be “messy,” but that the process is worth the work
because it teaches students how to address real world issues in a
variety of ways. The goal of the project should be to make students
understand that the world is constantly connecting things that seem to
have no connection and making meaning out of the connection. In order to
help students who struggle with this idea, the teachers suggest sharing
completed work of former students.
Dziedzic, Benjamin B. (2002). When multigenre meets multimedia: Reading films to understand books. English Journal, 92 (2), 69-75.
an attempt to create an engaging and challenging elective course for
seniors, Dziedzic created a course that used various literary genres and
media to spark students understanding of how both the medium and genre
of a text define how meaning will be created. The course focused on
learning to read film, understanding how to interpret between texts, and
writing across genres. Multigenre writing was used to emphasis the
point that interpretation and critique come in varies forms. Students
were required to write persuasive rejoinders, screenplays, film reviews,
and analytical essays in the course.
Edgington, Bettye M. (2001). The multigenre research project. Writing and grammar: communication in action. Upper Saddle River, NJ: 2001.
the value of the multigenre research project in the classroom, high
school teacher Bettye Edgington created an easy to follow, informative
introductory workbook for teachers about multigenre writing. Topics
include: examples of student multigenre papers; tips for choosing
topics; source criteria; directions for writing abstracts; tips for
defining the project; and a bank of eighty-seven creative genres, such
as “job application,” “clothing/costume design,” and “cookbook.” Other
sections offer guidelines for biographical multigenre research projects
and multigenre research projects on “real-life topics.” Edgington also
provides a brief rubric for grading multigenre research projects and a
multigenre bibliography. This how-to manual may be a helpful guide for
teachers unfamiliar with the multigenre project.
Gaughan, John. (1998). From comfort zone to contact zone. English Journal, 87 (2), 36-43.
writes of his classroom experience in the multigenre style. Through the
use of many genres; including dialogue, letters, poems, lesson plans,
and post-it notes, Gaughan discusses the idea of teaching outside the
zone of comfort. He details his attempt to introduce the issues of
violence, racism, and homosexuality in the classroom, and the student
Gillespie, Joanne. (2005). “It would be fun to do again”: Multigenre responses to literature. Journal of Adolescent & Adult Literary, 48, 678-684.
Secondary school English teacher Joanne Gillespie struggled to interest her students in Linda Sue Parks’ (2001) A Single Shard, a novel about Tree-ear, an orphan boy living in 12th-century Korea. After reading Tom Romano’s Blending Genre, Altering Style,
Gillespie decided to implement the multigenre project in her seventh
grade class’s study of the novel. After sharing her own multigenre
paper, she brainstormed genres with her students. In the article,
Gillespie shares a list of sixty-four genres supplied and utilized by
her class. Gillespie required her students “to write at least 10 pieces
in at least 7 different genres.” and found that the project inspired her
students to study and engage personally with the text. “Empowered” by
their sense of free choice, her students were more willing to reread the
text for “clarification” and attempted to “[make] connections between
their own lives and the text.”
Gillis, Candida. (2002). Multiple voices, multiple genres: Fiction for young adults. English Journal, 92, 52-59.
professor Candida Gillis argues for the inclusion of multiple narrator
and multigenre novels in young adult classrooms, as she believes these
types of books reflect our reality where truth is not always clear-cut
or easily accessible. Gillis recognizes that students need training to
familiarize themselves with multigenre texts and provides activities to
strengthen close, investigative reading. Furthermore, she maintains
that, to understand a multigenre work, students must comprehend the
contexts of its various genres. Her article advocates the use of
multigenre novels to familiarize students with the multigenre writing
style and briefly discusses the following multigenre works: Bel
Kaufman’s Up the Down Staircase, Avi’s Nothing but the Truth, Virginia Walter’s Making Up Megaboy, and Todd Strasser’s Give a Boy a Gun .
Glasgow, Jacqueline N. (2002). Radical change in young adult literature informs the multigenre paper. English Journal, 92 (2), 41-49.
looking for a way to teach the multigenre paper without relying heavily
on experimentation, Glasgow found that the key to the project is making
students familiar with various genres through reading and studying the
writing of professionals. She suggests examining modern young adult
novels that reflect Radical Change theory. These books tend to contain
many voices and genres and are excellent examples for students who are
trying to create their own multigenre work. As students read the
changing form and formats, new perspectives, and changed boundaries that
are in new young adult novels, they will begin to experiment with these
same techniques and feel compelled to write well in a similar style.
Goldfinch, Ellen. (2003). A match made in heaven: The multigenre project marries imagination and research skills. Library Media Connection, 21 (7), 26-28.
the librarian at Bishop’s College School in Quebec, Canada,
collaborated with the school’s English and social science departments to
create a multigenre project for the senior sociology class. The
teachers at Bishop’s College School emphasized the importance of
unifying the project with repetands between each genre and beginning the
project with an opener that explains the students’ experience with the
project. Goldfinch also found that creating an evaluation and grading
rubric helps clarify and organize the project for the students. She
provides an example of her evaluation rubric and recommends that
teachers collaborate across disciplines with this rewarding approach to
Grierson, Sirpa. (1999). Circling through texts: Teaching research through multigenre writing. English Journal, 89, (1), 51-55.
numerous years of using multigenre projects to replace the traditional
research paper, Sirpa firmly believes that multigenre is both rich and
workable. Sirpa has worked to incorporate her requirements for a term
research paper into multigenre writing. She finds that requiring at
least eight genres is appropriate, peer conferences are important to the
projects development, and that a class-made rubric for grading is
necessary to provide the students with clear expectations. She has also
discovered that the real key to successful mutligenre work is getting
students to invest themselves in the project. She does this by sharing
projects from former students with her classes and has used writer and
high school teacher Thomi Liebech as a guest speaker to share a
mulitgenre piece of his own with the students.
Grierson, Sirpa. (2002). Exploring the past through multigenre writing. Language Arts, 80 (1), 51-59.
joined two sixth grade teachers, Amy Anson and Jacoy Baird, to explore
how effective multigenre projects can be used with younger students. The
project was assigned while reading The Devil’s Arthmetic, a
powerful story about the importance of remembering the past. Students
were to discover, research, and create original works about a personal
ancestor who deserves to be remembered. Anson and Baird found that most
students enjoyed the paper more than writing a traditional research
paper, but discovered that younger students need to have more structure
and guidance when working with the creative form of multigenre. In order
to provide this guidance, they assigned a “Fact Sheet” with a list of
basic questions that had to be answered about the ancestor, and
“Rationale Cards” were assigned to help students record the genres they
used and justify their choices. Also, in order to keep the students
organized, the teachers posted a basic schedule of completion dates and
handed out a rubric that would be used for assessing the final project.
Grierson, Sirpa. (2003). Through the lens of multigenre: Lessons in possibility. The English Record, 53 (1), 43-54.
Grierson recounts how she took a leap of faith after reading Tom Romano’s Writing WithPassion
and began exploring the multitude of possible was to foster students’
writing. She found that multigenre research papers are fun, creative,
and engaging for students, and that these papers an excellent way to
meet the state curriculum standards and the national standards for
English Language Arts. In order to meet these standards and ensure that
the projects are challenging, Grierson starts by teaching her students
to be critical readers. She then examines multigenre writing with her
students, and studies genres. Once the students have a concrete
understanding of critical reading and multigenre possibilities, the
students dive into research and writing. Grierson provides examples of
outstanding student projects, as well as student comments on the
challenging, yet rewarding, nature of the multigenre research paper.
Hamblin, Lynda. (2000). Voices in the junior high school classroom: Lost and found. English Journal, 90 (1), 80-87.
that junior high school students have learned to conform to their
teacher’s expectations and have lost their voice in five-paragraph
essays, research papers, and book reports, Hamblin works with her
students to rediscover their writing voice. Hamblin provides a nurturing
environment that allows students to choose their own topics and write
in a variety of styles. Throughout the year they write multigenre
papers, do “read and retell” activities, practice letter writing, and
work on poetry. The exploration of many genres helps the students become
more comfortable with their writing, and better able to produce voice
in their work.
Howdeshell, D. O. (2007). The color slides of writing: Multigenre research in action. North Carolina Middle School Journal, 22 (1), 1-6.
Howdeshell, an eighth grade Language Arts teacher at North Davison
Middle School in Lexington, N. C., advocates the power of multigenre
writing in the Language Arts classroom. Writing in many genres
empowers students to strengthen their voices through experimentation
with language and print/non-print texts, while making meaning, expanding
their worldview, and embarking on “a golden opportunity for
self-discovery” (p. 2). Howdeshell educators must teach students
that multigenre assignments are a holistic experience for the
reader. Each piece needs to stand on its own but also work with
others to create a unified whole. Multigenre writing experiences
foster student pride in their work, while engaging adolescents in
authentic student-centered writing and learning, which expands the
“boundaries of themselves as writers, thinkers, researchers, and
meaning-makers of their world” (p. 5). The examples of two
students’ writing illustrate not only these students’ pride, varied use
of genre, and learning outcomes but also the impact of Howdeshell as a
real teacher at work, striving to challenge her students with meaningful
and thought provoking assignments.
Jacobs, Dale. (2004).The multigenre research project The explorer; 4:2
Available online at: http://cronus.uwindsor.ca/units/cfl/CFLchannel.nsf/9f82278ce80ea63385256dcd004335ef/382b4bc7bf8cd0f385256f41006a7aae/$FILE/v4n2.pdf
a professor who works with the Writing Across the Curriculum program
at the University of Windsor, introduces the multigenre essay and
compares it to a traditional research project. He concludes that
asking students to write in multiple genres compels them to think
in multiple ways.
Because the writing is not aimed only at the teacher,
students must think rhetorically about purpose, genre and
audience. Jacobs emphasizes that MGP writing not only teaches the
subject matter studied, but also critical thinking about how genres
communicate. Students must decide why one genre might communicate
meaning better than another genre. In learning to support their
choices, students become increasingly aware of the rhetorical choices
they make each time they write.
Johnson, Cheryl, & Moneysmith, Jayne. Multigenre research: inquiring Voices. In The subject is research: Processes and Practices. Bishop, Wendy & Zemliansky, Pavel (eds.) (2001). Portsmouth,NH: Boyton/Cook Publishers.
and Moneysmith provide a detailed account of the multigenre research
paper. By blending creativity with scholarly research, students can
produce papers that are both enjoyable and informative. The mulitgenre
research paper has the same goal of conveying a thesis statement, as a
traditional research paper, but accomplishes the goal much differently
than the traditional research paper. Detailed steps of how to write a
multigenre research paper are provided. They begin with finding an issue
to write about, and continue with steps to aid in research of topic,
steps in developing a problematical research question, and ways of
unifying the paper.
Johnson, Laura. (March 03, 2009) Out of Africa: a Multigenre Excursion.
Associated Content. Retrieved from http://www.associatedcontent.com/article/1524971/out_of_africa_a_multigenre_excursion.html
Johnson thought multigenre projects would be a good tool to allow her
fourth graders to learn to express their discoveries in a form that she
hoped would allow the students’ developing writing voices to come
through, increase student ownership of the topics, and encourage
learning in greater depth than a traditional research project. Johnson
also concluded the project assignment could ultimately lead to higher
student confidence. She decided to try the students’ next research
project (pertaining to African animals) as an MGP. She defined the term
“multigenre” and began class-created genre bulletin board. She was
concerned that the students would feel overwhelmed by the volume of work
involved, but her concerns were quickly removed as she realized the
kids were telling their friends about the project and were doing more
than the required number of genres.
Kentucky Educational Television (Producer). (2004). Workshop 5: Teaching multigenre writing. In Write in the middle: A workshop for middle school teachers [Motion picture]. (Available from http://www.learner.org/channel/ workshops/middlewriting/).
Kentucky Educational Television’s Write in the Middle
program offers an outstanding video workshop on multigenre writing,
featuring Tom Romano and middle school teachers Laurie Swistak and Mary
Cathryn Ricker. A great asset for those new to the multigenre style, the
workshop shows Swistak and Ricker teaching multigenre writing in their
English classrooms. As the teachers conduct their multigenre lessons,
their students are full of energy and excitement, eager to learn, write,
and share. Swistak clearly and expertly oversees her “Facts, Questions,
and Interpretations” (FQI) activity with her happy and animated
students. Using the FQI method, students research facts about their
subjects, ask questions about those facts, and then choose a genre in
which they can best answer their questions. Group work and class
brainstorming helps the fifth graders understand and generate ideas for
the project. Ricker, who teaches a majority of ESL students, praises the
multigenre project for its diversity. She also believes that student
choice promotes learning in multigenre research. Additionally, Tom
Romano defines the multigenre style, offers examples of creative genres,
and argues for the use of imagination in the retelling of historical
and biographical events. An excellent resource for all who wish to see
the multigenre project in action.
Kittle, Penny. (2008). Finding form for ideas: Blending genres. Write Beside Them. (pp. 159-173). Portsmouth, NH: Heinemann.
Penny Kittle starts with a one sentence summary of multigenre writing,
asserting that it combines persuasion with narrative. However, she
quickly admits writing multigenre papers is more complicated than this.
What is important is that students find a form that best fits their
ideas, though it means teachers have to "let go." Kittle gives three
mistakes to avoid in mulitgenre in this chapter: narrow topic choice,
trying to teach content through multigenre writing and narrowly defining
the product. The chapter provides exemplary student work, including a
multigenre project by "Logan" about bullying, which led to the
revelation by the student that there are few organizations presenting
effective measures to address bullying. Kittle also includes a humorous
narrative about how she introduced multigenre to her classroom. In an
attempt to give a subject for students to write on, Penny Kittle staged
her arrest (for an unpaid speeding ticket!). After she revealed the
act, she passed out index cards with genres on them for the students to
write. This event, coupled with multigenre writing, really "woke" her
class up (as can be expected!)
Kittle, Penny. (2005). Multigenre marriage. The Greatest Catch: A life in teaching. (pp. 99-104). Portsmouth, New Hampshire: Heinemann.
Larson, Sherri. (2008). Multigenre writing: and answer to many questions.
Minnesota English journal
Marriage is an intriguing, heart-warming section of Penny Kittle's The
Greatest Catch. In this passage, Kittle melds narrative with an
experiential introspective look at the positives that come from the
unity of multigenre, research, and writing. From Kittle's story of her
husband, a chemical engineer, creating a multigenre "research" project
on her for their 20th anniversary, the reader comes to an appreciation
of the power of personal voice, infused with enlightening research, and
joined with the diversity of genre. Kittle provides an example from her
husband's project that was a "Recipe for Marriage." The section
concludes with Kittle remarking on the energy and un-handcuffing power
of multigenre, its ability to capture depth and personal experience, and
most importantly, the power of sharing.
Available online at http://www.mcte.org/journal/mej08/Larson.pdf
teaches tenth grade and was looking for a new way to energize her
students. She found an answer in the multigenre research project
described in Tom Romano’s Blending Genre, Altering Style (2000). Larson
believes that MGP “capitalizes on student need for variety and
recognizes new literacies” (181). What she wasn’t sure about was how to
actually go about doing an MGP. To answer that question, she created
her own MGP on writing MGP’s. She began with the question Michael
Ondaatje (1970) reports asking himself as he began The Collected work of
Billy the Kid, his multigenre novel. “How do I write this?” The answer
seems to be “with a great deal of freedom and encouragement to
creativity.” The bulk of Larson’s article is an MGP. She uses journal
entries, assignments and lesson plans, lists, a recipe, an email from a
parent, an obituary and other genres to explore that very question.
Some pieces are from the perspective of a student, or a parent, and
others are from the teacher’s perspective. Larson refers to her pieces
as “true fiction” (182). They are created works some of which read like
direct quotes or genuine copies of journals and emails.
LeNoir, David W. (2002). The multigenre warning label. English Journal, 92 (2), 99-101.
a university instructor who has used multigenre assignments, LeNoir
cautions that although multigenre projects are meant to be liberating
and break the bonds of traditional expository prose, the multigenre
project must still contain an element of unity. Multigenre projects are
much more than a collection of unrelated works placed together in one
package. He emphasizes that unity is the key element in conveying the
author’s message to the reader and warns educators to spend time working
with students to unify their multigenre work. There is nothing
automatic about unity, but he suggests using a consistent structural
arrangement to unify the multigenre text.
Mack, Nancy. (2002). The ins, outs, and in-betweens of multigenre writing. English Journal, 92 (2), 91-98.
three decades of teaching, Mack believes that writing must be both
artful and skillful. Through the use of multigenre projects in a course
about writing workshop pedagogy at Wright State University, Mack
discovered that multigenre projects are the perfect way to merge the art
and skill of writing. Her students prepared projects on the topic of
folklore and used historical context and multiple perspectives in order
to add to the depth and quality of the project. Through primary research
from first person interviews and secondary research, the students were
able to intertwine fact and fiction into a meaningful piece of work.
Mack emphasizes the need for footnotes to document research and
distinguish between fact and fiction. She also stresses the importance
of unifying aspects of the project, such as an introductory piece and a
table of contents for the project.
Menscher, W. (2004). Multigenre writing: A student’s perception. (Master’s Thesis ) Rowan University, Glassboro, NJ.
Available online at: http://ref.lib.rowan.edu/rowan_theses/RU2004/0107MULT.pdf
master’s thesis is a multigenre project evaluating, exploring and
elaborating on his experiences with MGP as a college student. It is a
student’s perspective, as opposed to a theorist’s or researcher’s
perspective on multigenre research projects. While longer than most
articles in this bibliography, Menscher’s thesis is engaging and reads
quickly. It addresses his discovery that as a multigenre writer, genre
selection is important—not just a personal preference but a matter of
deliberate rhetorical selection. He puts forth the idea that learning
comes from finding plausible ways to express something as much as from
the research itself. Other factors he addresses include unifying the
MGP, documenting sources, grading, and student passion. This thesis
includes many multigenre elements, such as teacher interviews in four
different genres, expository text and created “instant messenger” chats.
Moulton, Margaret R. “Cookie”. (1999). The multigenre paper: Increasing interest, motivation, and functionality in research. Journal of Adolescent & Adult Literacy, 42 (7), 528-540.
an instructor at the University of Nevada and nationally recognized
consultant in adult literacy, introduced the idea of a multigenre paper
to a class of fourteen undergraduate secondary English education majors
enrolled in a course on teaching writing. The students began work on
their own multigenre paper and found that the multigenre paper is an
exciting and educational alternative to the traditional research paper.
However, Moulton and her students initially encountered a lack of
understanding of what the paper should actually be. Moulton’s criteria
for the paper, appropriate genre ideas, and her student’s reactions to
the project help aid others in implementation of a multigenre project.
Morgan, Katherine R. (2002). Mothers and daughters: Sharing our stories, sharing our lives. English Journal, 92 (2), 107-111.
teaches a women’s literature class for juniors in high school in a
multigenre style. She has found that the multigenre approach is a way to
engage students of all learning styles and to help them explore issues
they feel passionate about. Morgan describes how she teaches a unit on
mother-daughter relationships in a multigenre style. The students
explore the historical view of motherhood through nonfiction texts,
fictional stories, and poems. They also interview their own mother for a
modern, first hand perspective of motherhood and examine their own role
in mother-daughter relationships. She reflects that offering a
“smorgasbord” of reading is the way to help students find the best way
to think about a particular idea.
Nathan J., & Munson, Bruce H. (2005). Personalizing and empowering
environmental education through expressive writing. Journal Of Environmental Education, 36, 6-14.
professors Meyer and Munson observe a contradiction in Environmental
Education (EE). Though EE students often hold passionate beliefs
concerning environmental causes, they often fail to realize their role
in environmental problems. The two educators believed expressive
writing, a multigenre Writing to Learn strategy that can incorporate
such styles as “free verse, haiku, stage scripts, [and] bumper
stickers,” would enable students to personalize their environmental
concerns. To test their hypothesis, Meyer and Munson assigned an
expressive writing assignment to an upper level education course (a
requirement for elementary education and secondary social studies and
science education). The students chose and researched an everyday
activity, such as driving a car or drinking coffee, and then wrote a
multigenre paper about its environmental consequences. Before and after
the assignment, Meyer and Munson interviewed five students with strong
environmental concerns and varied backgrounds with expressive writing.
The study revealed that expressive writing did in fact encourage
students to take ownership of their contribution to an environmental
problem and work to modify their behavior.
Painter, Diane D. (2009). Providing differentiated learning experiences through multigenre projects. Intervention in School and Clinic , 44, 288—294 The online version of this article can be found at:
Painter, a university researcher, relates the experiences of a sixth
grade language arts teacher and a former special education teacher
turned technology resource teacher. These two successfully
experimented with using multigenre social studies projects, as a way to
address the need for various levels of instruction in a classroom with a
variety of students, including some with IEPs. Painter focuses on the
teachers’ experiences in planning the assignment, addressing the
differentiation of work levels more generally. For example, group
assignments paired stronger students with more challenged peers. She
discusses developing a guide sheet to keep students on track and clarify
the project requirements. Painter includes a sample curricular map,
rubric for a multigenre project, and a discussion on the success of the
project, including examples of the types of genres students created.
She concludes that the project “engaged all students, regardless of
Rush, Leslie. (2009). Developing a story of theory and practice: Multigenre writing in English teacher education. The teacher educator,, 44:3, 204—216. Available online from:
Rush did a qualitative research study using focus groups and
observational notes to examine multigenre projects written by
pre-service English teachers. Specifically, her concern was that
students understood their coursework to be either education theory or
education methods, but there was a disconnect between the two types of
information. Rush wanted the students to synthesize these “binary”
elements. In her findings, Rush reports that initial student anxiety
about ability to succeed tended to be related to “the challenge of the
creative.” After students dug into the project, however, they began to
enjoy it. Students consistently expanded the assignment and pushed the
borders to include new and often more visual genres. Rush reports a
consistent increase in the complexity and sophistication of students’
understanding and connection between theory and practice of teaching
after completing the MGP assignment. These and other topics are
discussed in depth in Rush’s article.
Putz, Melinda. (2006). A Teachers' Guide to the Multigenre Research Project.Portsmouth, NH: Heinemann
school teacher Melinda Putz’s thorough handbook is an excellent
multigenre reference. Putz addresses the reader as a colleague and
offers encouragement along with practical advice. This well-structured
guide details the entire multigenre project from start to finish by
including the following chapter topics: “Introducing the Project to Your
Classes;” “The Research Process;” “Alternate Styles;” “Writing in
Traditional Genres;” “Revision;” “Creating Unity and Cohesion in the
Multigenre Project;” Evaluation; “The Thematic Readers’ Theatre;”
“Rationale for Adopting the Multigenre Research Project;” and “A
Multigenre Junk Drawer,” which includes a schedule, troubleshooting
tips, and variations on the project. Putz’s variations include group
multigenre projects and the multigenre museum, a way for students to
display their work. As a teacher, Putz understands the time constraints
of the profession and has organized her text to be clear and accessible.
She provides informative and thought-provoking editable student
handouts, which are also available for teacher use, along with student
samples, on a CD that accompanies the text. Putz also recognizes a
teacher’s need to conform to state and national standards, a concern
that might discourage some from attempting the multigenre project. In
the tenth chapter of her text, Putz meticulously details the national
standards and the Michigan state benchmarks that the multigenre project
fulfills, such as the “use [of] a variety of technological and
informational resources” (national). Putz’s supportive text, with its
helpful advice and valuable instructor resources is an outstanding
guidebook for high school teachers beginning or continuing the
Richison, J. D., Hernandez, A.C., & Carter, M. (2002). Blending multiple genres in theme baskets. English Journal, 92 (2), 76-81.
teachers and teacher educators propose the use of theme baskets to aid
in the reading of core literature. Theme baskets are a way of
introducing many thematically linked texts from a variety of genres to
help students improve comprehension. The baskets contain picture books,
fiction and nonfiction chapter books, and high school age to adult
pieces of literature. An example of the theme basket unit on Grapes of Wrath
is provided to demonstrate exactly what a theme basket can be. By
beginning with reading the picture books, students gain a basic
understanding of a thematic element of the more complex books. By the
time the students begin reading the more advanced literature, their
basic knowledge of the theme is firm. This multigenre approach to
reading transcends reading levels in the secondary classroom.
Leonora, Peterson, Shelley Stagg, & Calovini, Theresa. (2006).
Multigrenre lab reports: Connecting literacy and science. Science Scope, 29 (7), 26-29.
the gap between multigenre writing and science, this article shares
observations made when middle school students communicate scientific
findings in a multigenre lab report. The authors note a lack of student
interest and feelings of frustration when they had to "write dry,
boring lab reports" after engaging, enjoyable lab activities. The
authors conclude, based on student response, that the students had a
greater sense of achievement and actualization from the multigenre lab
report. A rubric is included in the article.
Tom. (1990). The multigenre research paper: Melding fact,
interpretation, and imagination. In Daiker, D. & Morenberg M. (Eds.)
(1990). The writing teacher as researcher: Essays in the theory and practice of class-based research. (pp. 123-141). New Hampshire: Boyton/Cook Publishers.
promotes the use of multiple genres when writing research papers. He
describes his first attempt at the multigenre research paper with high
school students and includes many of those student’s reactions to the
process. He encourages teachers to respect individuality, risk-taking,
and possibilities of perception in writing. In doing so, students will
break free of conventional exposition and find passion for their topics
through multigenre. Much of this piece appears in a chapter of Romano’s
later work Writing With Passion: Life Stories, Multigenres.
Romano, Tom (1992). Multigenre research: One college senior. In D. Graves & B. Sunstein (Eds.), Portfolio portraits (pp 146-157). Portsmouth, NH: Heinemann.
Romano recounts his experience advising a college senior, Meg, with her
multigenre honors thesis project about English novelist Mary Shelley.
Meg first wrote a multigenre paper on Shelley and then demonstrated her
learning process through a portfolio of her work. Romano details Meg’s
writing process, noting her extensive research, dialogue with peers and
her advisor, and the freedom she enjoyed working in multiple genres.
Romano expresses the importance of his role as guide, both to Meg and to
his personal understanding of the multigenre portfolio. As an advisor,
Romano acted as sounding board, counselor, encourager, and interviewer.
He stresses the importance of the post-project interview, which
validates student work and allows for deeper processing. Romano suggests
asking students to consider pieces they did not include in their
portfolio, as this often reveals their vision for the project. As a
result of his post-project interview with Meg, Romano decided to add an
“unsatisfactory pieces” section to his future portfolio assignments. Of
their importance, Romano relates, “The stories of these ‘failed pieces
revealed so much about Meg as a thinker and writer.”
Romano, Tom. (1995). Writing with passion: Life stories, multiple genres. Portsmouth, NH: Boyton/Cook.
on his own experiences as a teacher, a learner, a father, and a son,
Romano encourages teachers to go beyond the basics of teaching and try
new ways of getting students excited about writing. Two chapters are
dedicated to the idea of the multigenre research paper. The first
describes Romano’s inspiration for the multigenre paper, Michael
Ondaatje’s The Collected Works of Billy the Kid, and his first
year of teaching multigenre to high school students. Numerous excerpts
from student’s papers are included. The second chapter discusses various
problems that arise when working with the multigenre research paper.
Romano describes how he encountered problems with appropriate language
usage, documentation, and grading. Ways to overcome these issues,
including Romano’s own grading scale, are included.
Romano, Tom. (2000). Blending genre, altering style: Writing multigenre papers. Portsmouth, NH: Boyton/Cook.
the first book to address ways of implementing multigenre projects in
the classroom, Romano explains the unique process and invaluable rewards
of creating multigenre. Romano discusses various genres, subgenres, and
writing techniques for creating multigenre papers and provides numerous
examples of student’s work. Five complete multigenre papers are
included to demonstrate the enormous power of multigenre and the
multitude of benefits from teaching and writing in the style.
Romano, Tom. (2002). Teaching writing through multigenre papers. In Tremmel, R., & Broz, W. (Eds.). (2002). Teaching writing teachers of high school English and first year composition. (pp 53-65). New Hampshire: Boyton/Cook Publishers.
descries his approach to teaching writing to students studying to be
integrated language arts teachers in middle and high schools. Romano
uses a required two-week experience observing in area schools as a
starting point for teaching the multigenre style of writing. While
students are observing at the schools, they keep a field notebook and
record indelible moments, interesting aspects of school culture, and
feelings about the experience. They then take those notes and write a
short multigenre paper that prepares them for a more intense multigenre
project later in the semester. This later project can be written about
any topic the student is passionate about. During the multigenre writing
process, each student is required to teach the class a lesson that
deals with writing and that can be applied to the multigenre projects
the class is working on. This method gives students the chance to both
teach and write. The end result is teachers who know how to both create
and teach the multigenre project.
Romano, T. (2007). The many ways of multigenre. In 21st Century Writing: New Directions for Secondary Classrooms and Teaching the Neglected 'R'(pp. 87-102)(Eds.) Thomas Newkirk and Richard Kent. Portsmouth, NH: Heinemann.
Romano’s passion for teaching, writing, and multigenre is evident from
the onset of this piece. He explains his first experience with
multigenre as a reader and his subsequent attempts to incorporate this
notion as a research paper assignment in both high school and college
classrooms. Romano’s enthusiastic voice guides educators through
the origins of multigenre writing as well as his own processes
concerning the structure/requirements of his multigenre research
assignments. Romano explains the importance of the “Research
Design” in order to “thwart that blackguard, Procrastination” (p. 7),
which helps both writers and him, as the teacher, become invested in
their work. Romano describes several lesson plans that enable
students to think outside of the box and create unity within their
work. Most important to Romano’s discussion is the impact that
multigenre has on students. These assignments hold “promise for
students’ learning, expression, and creativity” (p. 14), while
addressing any number of student benchmarks and standards.
Ruggieri, Colleen A. ( 2002). Multigenre, multiple intelligences, and transcendentalism. English Journal, 92, (2), 60-68.
that it is a mistake to teach students that there is only one way to
solve a problem, Ruggieri decided to bring multigenre and multiple
intelligence learning into her unit on Transcendentalism. She began by
using comics and music that deliver the same messages about
individualism and the environment that Transcendentalist authors do. She
also incorporated free reading time of multiple genres of books and
journaling into the unit. Toward the end of the unit, students learned
about multiple intelligences and participated in a variety of activities
to help them understand their own intelligence style. They then chose a
project that fit into their strongest area of intelligence,
collaborated with the teacher to make an individual rubric, and produced
a project that they enjoyed working on and could feel proud of.
Shafer, Gregory. (1999). Re-envisioning research. English Journal, 89 (1), 45-50.
that the traditional research paper marginalizes students by failing to
value their lives, interests, and cultures, Shafer helps his students
re-envision the research process and connect it with their lives. His
students avoid the traditional fact finding and note taking process
method. They learn that research does not have to be found in the
library. Instead, they discover the many genres of research, including
interviews, visiting interesting places, and people watching. They
create a paper with a thesis that is important to them and to the
culture that they live in, and build upon that thesis through
nontraditional research methods.
Slack, Delane Bender. (2001). Fusing social justice with multigenre writing. English Journal, 90 (6), 62-66.
an effort to bring the ideas of equality, empathy, and optimism into
the classroom, Slack introduced a multigenre project that focused on
social justice to her eighth grade class. The students picked a
movement, defined as a group of individuals who came together and
created change, and created a multigenre paper and presentation. Slack
repeatedly conferenced with students to assist them in creating an
important recurring detail in the paper and to help them think of the
paper as one entity. Students chose from 16 different genre styles for
the paper and were required to perform a three-part presentation in
front of the class. The presentation began with a two-minute factual
speech, followed by original poem, and then a third aspect of their
choosing. Slack found that her students felt passionate about their
chosen topics and that fusing social justice and multigenre is an
excellent way to teach the ideas of equality, empathy, and optimism.
Karen C. (2002). Multi-genre case studies. In E. M. Mirochnik & D.
C. Sherman (Eds.), Passion and pedagogy: Relation, creation, and
transformation in teaching (pp. 401-418). New York: Peter Lang.
as a multigenre essay, middle school teacher Karen Soul offers the case
study as a new application for the multigenre style. Soul explains that
writing about her students in genres like poetry and prose allows her
to see them clearer and understand their lives better. She finds
multigenre case studies especially helpful when reflecting on students
who struggle with issues of poverty and neglect. Soul’s work in
multigenre case studies has allowed her to prevent crisis situations
with troubled kids; develop her curriculum to best meet the
intellectual, emotional, and learning style needs of her students; and
mature as a writer.
Suskind, Dorothy. (2007). To grow what you know, expand how you show: Graduate students explore multigenre. Social Studies Research and Practice. 2 (3), 403-418.
uses the multigenre research project to impart a wealth of skills upon
her pre-service, graduate student teachers in her Constructivist and
Developmental Teaching class, including skills like inquiry, technology,
assessment, and critical positioning. She found her students
discovered how to create a grander conversation with culture and
citizenship that extends beyond recitation. The multigenre project also
showed future teachers the positives of "authentic assessment" and
critically minded students. Suskind provides her method to introducing
multigenre, a class constructed rubric and an example of student work on
the genocide in Rwanda, which included a stream of conscious piece
about dying and two poems comparing the past and present of Rwanda
Michelle. (2003). Genre theory, narrative theory, and assumptions about
multigenre writing. Unpublished doctoral dissertation. Michigan State
her dissertation Tremmel examines the concept of multigenre through
recent genre theories like M.M Bakhtin’s theories of language and
literature. Through the lenses of these theories, she analyzes student
writing. Tremmel found that intertextuality, multivocality, and
multigenerity are not exclusive to multigenre writing. The study
suggests that the traditional style may contain as many varieties of
styles and voices as multigenre writing. In addition, Tremmel suggests
that putting traditional writing and multigenre writing at odds does not
teach students the complexities of writing.
Youngs, S. & Barone, D. (2008). Writing Without Boundaries: What’s Possible When
Students Combine Genres. Portsmouth, NH: Heinemann
and Barone, two university professors, share their practical tips about
helping elementary age students write multigenre papers. Youngs and
Barone show evidence that multigenre writing can work with younger
students and also provide teachers with step-by-step instructions in how
to get multigenre writing up and running in your own classroom. The
authors set teachers and students up for success by starting their book
with the introduction of the unit and some basic ideas of incorporating
the Writer's Workshop into a classroom. After that has been
established, they give an overview of the multigenre project so teachers
can begin with the end in mind. Next, Youngs and Barone move to the
teaching and managing of the writing, offering ideas such as creating
timelines, establishing weekly goals, conferencing, analyzing genres,
and working with small groups. They present evidence that different
units of study can be accomplished with multigenre writing, such as
investigating time periods and the contributions of individuals, and
inquiring into topics within content areas. Finally, Youngs and Barone
give focus points on how to assess students' work. Student multigenre
samples are provided along with critiques of their weaknesses and
strengths. These two professors have thought through the questions that
you may have and have worked out the kinks that might come along in
teaching multigenre writing.
Selected Web Annotated Bibliography
educators, schools, and organizations have created websites dedicated
to the multigenre research project. The following bibliography offers a
selection of websites featuring introductory information, guidelines,
grading rubrics, and sample student work. This bibliography is far from
complete. For more information on the multigenre project, plug one of
the following terms into your favorite search engine (i.e.
Search Terms: multigenre, multi-genre, multigenre research, multi-genre
research, multigenre research paper, multi-genre research paper,
multigenre research project, multi-genre research project, multigenre
essay, multi-genre essay, multigenre writing, multi-genre writing,
multigenre web, multi-genre web, multigenre style, multi-genre style,
Romano, Dr. Romano, Tom Romano, Dr. Tom Romano.
Bureker, Barbara.(n.d.). A mini-unit: The Melrose House and multigenre writing. In Slavery in America. Retrieved December 12, 2005, from http://www.slaveryinamerica.org/history/hs_lp_melrose1.htm.
The website Slavery in America,
endorsed by the National Alliance of Black School Educators, offers a
great variety of lesson plans and resources for teaching students about
slavery. A mini-unit (about 14 days), submitted by Barbara Bureker,
provides teachers with an exceptionally engaging and informative
multigenre project. Using an interactive web “Environment” created by Slavery in America
(found in a link from the page), students “travel virtually through the
Melrose house, one of the wealthiest homes of 19 th century Natchez,
Mississippi,” hearing and reading about the lives of the slaves that
lived on the plantation. This incredibly detailed unit plan provides
step-by-step daily lessons; a list of standards met by the project; a
thorough handout with genres and requirements; a detailed rubric; and
links to websites with historical samples or examples of MLA citations,
“letters written by slave women”/slave owners, “poetry formats,”
newspaper articles, editorials, journal/diary entries, slave narratives,
“handbills, song covers, advertising, periodical covers,” “political
cartoons,” “runaway slave ads,” and “lyrics of spirituals.” Students are
asked to complete five pieces of writing of different genres and to
include an introduction, citations, and a works cited page. Bureker
recommends this unit for U.S. History, American Literature, and general
language arts classes and gives tips to modify the lessons for younger
Katie., & LeBoeuf, Becky. (2003, December 8). Exploring genres: A
curriculum web for students writing multigenre papers. Retrieved
December 12, 2005, from http://www.msu.edu/~leboeufb/eng313/.
2003, Katie Eiguren and Becky LeBoeuf, senior education students at
Michigan State University, created an online curriculum web to
supplement the multigenre project. The four-level web, which students
are to attempt after receiving their assignment and an introduction to
multigenre writing, allows students to work at their own pace, learn
about different genres, and practice their online research skills. A
research guide helps focus student work. In level one, students read
examples of multigenre papers. Although Eiguren and LeBoeuf designed
their site for ninth and tenth graders, they only include one paper
written by a high school student. The other three examples are written
by college education majors. You may want to supplement this level with
links to examples of more age/theme appropriate work. Level two provides
students with genre examples from the following five categories: “Print
Media” (“obituary” and “letter to the editor”), “Visual Display”
(“brochure” and “certificate”), “Informational” (“interview” and “trivia
game”), “Creative Writing” (“short story” and “letter”), and
“Expository Writing” (“personal narrative” and “report”). Level three
gives students tips to search for genres in the following categories:
“Print Media” (“article” and “advice column”), “Visual Display”
(“cartoon/comic strip” and “map”), “Informational” (“instructions” and
“timeline”), “Creative Writing” (“script” and “song lyrics”), and
“Structured Writing” (“poem” and “book review”). In level four, students
research a genre not listed on their multigenre project’s assignment
sheet or on the curriculum web. To earn extra credit, students answer
the questions on the research guide, find three examples of their unique
genre, and present their findings to the class.
Jennifer & Vucko, Stephanie. Pedagogical profiles: Multigenre
writing: Beyond the five paragraph essay. Retrieved December 12, 2005,
a consultant at Riverside School Board in Quebec, and Goodall, a high
school teacher in the same district, created a web site to help teachers
implement multigenre writing in their classrooms. The site illustrates
different ways multigenre writing can be used in the classroom. The
homepage includes some of Vucko and Goodall’s beliefs about teaching
multigenre writing and a sample list of genres. This page includes
worksheets to aid students in the multigenre writing process.
Holmes, Ashley. Re-conceptualizing research writing: assigning multigenre projects in first year composition. http://org.elon.edu/CATL/gallery/holmes
web presence is based in large part on a project summary of Holmes’
experience incorporating multigenre research projects into her first
year writing class. She felt her students were bored with
traditional research essays; that their work on them had little
personal response, voice or perspective. One of her goals was to
have students produce a personal and creative final product that was
based on research and met the Elon College first year program
objectives. Holmes focuses on three aspects of the MGP: the
research design, the project itself and an explanation of rhetorical
choices that each student is required to include in the MGP.
Included in the project summary, which is linked from the home page,
are twelve exhibits including a rubric, rhetorical explanation and
Dawn, & Wollersheim, Ruth. (2002). Your multi-genre web: Everything
you need to know to succeed. Retrieved December 12, 2005 from Sheboygan
Fall High School Web Page: http://www.sheboyganfalls.k12.wi.us/cyberenglish9/multi_genre/multigenre.htm.
high school English teachers provide a detailed description of a
multigenre project. The site defines the multigenre project and then
provides tips on how to pick and research topics, and numerous helpful
links. Links to worksheets of KWHL charts, concept maps, and
brainstorming webs are provided to help students get started on a
multigenre project. Links to detailed descriptions of genres are also
included to aid in the understanding of each genre. Links to completed
projects from previous years are also featured to help students
understand what a completed multigenre project can look like.
Lee, Gretchen. (n.d.). Beowulf multigenre projects. Retrieved December 12, 2005, from http://gretchenle.com/student_work/multigenretitle.html.
school teacher Gretchen Lee’s class website offers creative student
examples of multigenre projects on Beowulf. The projects focus on
characters, such as Grendel’s Mother, and incorporate imaginative genres
such as comics, obituaries, t-shirt designs, quizzes, recipes, maps,
plays, crossword puzzles, diary entries, and trading cards.
Mack, Nancy. Multigenre report writing. Retrieved December 12, 2005, from http://www.wright.edu/%7Enancy.mack/multigen.htm.
English professor Nancy Mack’s Multigenre Report Writing
website offers conceptually astute examples of multigenre writing
projects at the college level. Furthermore, a link from this page, Teaching Handouts (http://www.wright.edu/%7Enancy.mack/mghandouts.htm) offers insightful guidance to the multigenre writer. Teaching Handouts
addresses such topics as coherence and unity, creating voice, and power
relations between voices (i.e. whose voice is believed? / whose voice
is the most emotional?). Other useful handouts include an interview
release form, citations sheet, and grade sheet.
The National Council of Teachers of English. (2005). Weaving the multigenre web. Retrieved December 12, 2005, from http://www.readwritethink.org/lessons/lesson_ view.asp?id=279.
National Council of Teachers of English (NCTE) provides a thoughtful,
thorough lesson plan for the multigenre web, an online interlinked
multigenre project. This clear, user-friendly site offers an excellent,
resourceful introduction to the multigenre research project and includes
an introduction to multigenre writing, theoretical applications,
student objectives, instructional plans, rubrics, handouts, Power Point
presentations, web building instructions, website links, student
assessment and reflections, and the six national standards that the NCTE
believes the multigenre web project meets. The NCTE offers this as a
lesson for grades 9 through 12, with the time frame of “seven sessions
for reading and discussion plus five sessions for web building.”
Schulze, Patricia. (2003). Fall 2003 multigenre webs / Spring 2003 multigenre webs. Retrieved December 12, 2005, from http://www.pschulze.com/forms2003/fall_2002_multigenre_webs.htm.
High school teacher Patricia Schulze offers examples of past students’ multigenre group web projects on the following novels: The Catcher in the Rye, Montana 1948, Ellen Foster, Chinese Handcuffs, Fallen Angels, The Bean Trees, Lord of the Flies, and A Separate Peace. Schulze’s Forms of Fiction
students experiment with creative genres, including drawings, poems,
letters, advertisements, wanted posters, recipes, and tombstones in
their unique multigenre projects.
Simmons, Diane. The multigenre project. Retrieved December 12, 2005 from Bowling Green High Schools Web Page: http://www.b-g.k12.ky.us/schools/bghs/teachers/simmons/MultigenreProjects.html.
Simmons of Bowling Green High School introduced multigenre writing to
her English III students. Under the link “A Teacher Reflects on the
Project,” she describes her student’s multigenre journey and shares her
enthusiasm for the projects. Links to 13 of her student’s papers are
provided to demonstrate the power of the multigenre project. Many of the
papers contain prologues with students comments about the project and
give insight into the effect multigenre has on high school students
opinions of writing.
Complied by Emily Grubbs Pate, Miami University, 2003.
Updated by Katherine E. McKinnon, Miami University, 2005.
Updated by Linsey E. Milillo, Miami University, 2007.
Updated by Jonathan L. Bennett, Miami University, 2008.
Updated by Greta Powers, Miami University, 2010.
Updated by Andrea Bennett, Miami University, 2012.
Created Spring 2006, Katherine E. McKinnon