Multi-Genre Research Project – Assignment Description
You will complete a research project about writing in your content area. This project will differ from a traditional research paper
because it will explore your topic using 6 different genres. Your textbook (Daniels, Zemelman, & Steineke) has an excellent
explanation and examples of multi-genre projects in chapter 9.
Required Components of the Multi-Genre Project
1) Title Page
2) Table of Contents
3) Artifacts
a. Artifact 1 -- Traditional research essay, including works cited page
b. Artifact 2 – self-selected genre
Designed to be used as models/samples for assignments for
c. Artifact 3 – self-selected genre
your 6-12 students; Focus on various topics in your subject area
d. Artifact 4 – self-selected genre
e. Artifact 5 – self-selected genre
f. Artifact 6 – Reflective Narrative
4) One Rubric developed to adequately measure student performance on completing one of the self-selected artifacts.
5) Works Cited – including all resources from all artifacts
Artifact 1 – Traditional research essay

3-4 pages addressing the theory and practice of writing to learn in your content area

Your research should explain why teachers of all content areas should use writing to learn.

Your research should explain how (writing strategies) teachers can use to help students learn their content.

All research must be cited, and a Works Cited page must be included.
Artifacts 2-5 – Self-Selected Genre Artifacts

Each artifact represents key information about the topic in an original or creative way.

Each artifact includes appropriate citations of relevant research used in the artifact.

Each artifact presents new/different information and is not repetitive of other artifacts.

Artifacts 3-5 will be models of writing projects or activities your students might use in your 6-12 classroom.

Artifacts 3-5 will be accompanied by a ½-1 page explanation of why and how you would use this type of activity with
your students.

One artifact must have a rubric developed for it to measure student performance.
Artifact 6 -- Reflective narrative about the process of creating the project must address the following topics:

Explain what process or steps you took to complete the project

Write about what you learned as a writer (about the subject and/or the process of creating the project)

Write about what you learned as a teacher from the process

Explain what you liked most about the project

Explain what you found difficult.
Genre Options – a genre is a category of writing with its own distinctive style, form, and format. These include but are not
limited to the following:
poem
newspaper article
speech
Bill of Rights
letter
myth
eulogy
Constitution or Bylaws
song
action figure ad
obituary
diary
wanted poster
short story
brochure
drawing
rap song
contract
picture book
greeting card
last will & testament
recipe book
monologue
encyclopedia entry
campaign speech
advice column
interview
birth announcement
cartoon
dialogue
advertisement
bumper sticker
resume
shopping list
manifesto
memo
journal entry
map
fairy tale
manual
Technology Requirement: At least three artifacts must effectively use relevant technology tools to communicate the message.
Examples of technology tools that may be used:
Blogs
Edmodo
Facebook
Micro-Blogs (ex.Tumblr)
Wallwisher
PowToon
Twitter
Animoto video
GoAnimate
Tagxedo/Wordle
Scrapblog
Thinglink
Glogster
Webpages
Museum Box
VoiceThread
Bitstrips
Prezi
Photostory
SlideRocket
Voki
Webpage
EDU 436
Rubric for Multi-Genre Project
Name _______________________________________
Date Completed_____________
Students will complete a multi-genre research project focusing on writing-to-learn in their chosen content area (English, math,
science, or social studies). This project will have elements of traditional research, but it will go beyond the traditional research
paper (artifact 1) by exploring the topic using at least 6 different genres. Refer to description in syllabus for details and
directions.
Rating:
Exceptional corresponds to an A (90-100). Performance is outstanding; significantly above the usual expectations.
Proficient corresponds to a grade of B- to B+ (80-89%). Skills and standards are at the level of expectation.
Basic corresponds to a C to C+ (70-79%). Skills and standards are acceptable but improvements are needed to meet expectations well.
Novice corresponds to a D to C- (50-69%). Performance is weak; the skills or standards are not sufficiently demonstrated at this time.
0 This criterion is missing or not in evidence.
Criteria
0
Novice
1-9
Basic
10-11
Proficient
12-14
Exceptional
15-16
0
Novice
1-9
Basic
10-11
Proficient
12-14
Exceptional
15-16
0
Novice
1-9
Basic
10-11
Proficient
12-14
Exceptional
15-16
0
Novice
1-5
Basic
6
Proficient
7
Exceptional
8
The research paper demonstrates the writers ability to organize ideas
around a clear and coherent thesis statement (MG ENG 7.1, Not in LOM)
The research paper incorporates relevant details and ample textual
evidence to support the thesis statement. (MG EG 7.2, Not in LOM) The
paper is 3-4 pages in length.
Artifact # 1
The Research
Paper
Components
The paper expertly addresses writing in the content area and provides
convincing information regarding 1) the theory and 2) the practice
(strategies) of using writing to facilitate learning in the content area
The use of references indicates substantial research. References are from
sources considered professionally reliable (from peer-reviewed literature,
scholarly journals, etc). At least 5 different resources are appropriately
cited in APA format.
The paper demonstrates [the writer’s] proficient use of postsecondary level
standard written English (e.g., varied word choice and syntax, semantics,
language conventions). [MG ENG 7.3 Not in LOM]
Artifacts 2-5
(Self-Selected
Genres)
Each of 4 self-selected artifacts demonstrates 1) content area mastery, 2)
creativity and originality 3) understanding of topic, audience, and purpose,
and 4) quality writing (including effective word choice, sentence fluency,
voice, and conventions). Each artifact is accompanied by a ½ page
explanation of how and why you would use this with your students.
Artifact # 2
Artifact # 3
Artifact # 4
Artifact # 5
Rubric
Artifact # 7
Reflective
Narrative
One Rubric is developed for at least one artifact. The rubric adequately
measures K-12 student performance on completing this type of artifact
The Reflective Narrative effectively explains the author’s process in
completing the project including both enjoyable and challenging aspects.
Narrative discusses what the author
Reflective narrative discusses what the author learned about the topic and
process, demonstrating deep understanding of writing as a tool for learning.
Reflective narrative discusses what the author learned as a teacher
regarding using writing as a tool for learning in the content area.
Integration of
Relevant
Technology
Three or more artifacts effectively use relevant technology tools to
communicate the information. The message is enhanced by the technology
selected for each of the artifacts:
0
Novice
1-5
Basic
7
Proficient
8
Exceptional
9-10
0
Novice
1-5
Basic
7
Proficient
8
Exceptional
9
0
Novice
.25
Basic
.50
Proficient
.75
Exceptional
1
1st Artifact Using Technology:
2nd Artifact Using Technology:
3rd Artifact Using Technology:
Organizational
Elements
All required components are present including the following: title page, table
of contents, research essay, 5 genre artifacts, reflective narrative, and works
cited page. Each artifact contributes to a well-developed central idea. All
components are organized to achieve unity and coherence.
Florida State Writing Standards
Throughout the Multi-Genre project, the student demonstrated the ability to write
informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of content. (Florida Writing Standard
LAFS.8.W.1.2)
Throughout the Multi-Genre project, the student wrote narratives to develop real or imagined
experiences or events using effective techniques, well-chosen details, and well-structured
event sequences. (Florida Writing Standard LAFS.8.W.1.3)
Throughout the 7 artifacts of the Multi-Genre project, the student produced clear and coherent
writing which the development, organization, and style are appropriate to task, purpose, and
audience. (Florida Writing Standard LAFS.8.W.2.4)
Throughout the Multi-Genre project, the student developed and strengthened writing as needed
by planning, revising, editing, rewriting, or trying a new approach, focusing on how well
purpose and audience have been addressed. (Florida Writing Standard LAFS.8.W.2.5)
During the Multi-Genre project, the student used technology, including the internet, to produce
and publish writing and to interact and collaborate with others. (Florida Writing Standard
LAFS.8.W.2.6)
While writing the 7 artifacts for the Multi-Genre project, the student conducted short research
projects to answer a question (including a self-generated question), drawing on several
sources and generating additional related, focused questions that allow for multiple avenues of
exploration (Florida Writing Standard LAFS.8.W.3.7)
The student gathered relevant information from multiple print and digital sources, using search
terms effectively, assessed the credibility and accuracy of each source, and integrated the
information while avoiding plagiarism and following a standard format for citation
(Florida Writing Standard LAFS.8.W.3.8)
The student drew evidence from literary or informational texts to support analysis, reflection,
and research (Florida Writing Standard LAFS.8.W.3.9)
Throughout the multi-genre project, the student wrote 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. (Florida Writing Standard LAFS.8.W.4.10)
Comments:
Total ______ of 250