War Multi-Genre Project
Contemporary Lit
For the final project of this unit, you will do a multi-genre project that either supports or protests against one of
the following statements.



Our current defense budget should be kept the same or increased in order to allow us to remain safe.
We should maintain a military force in Afghanistan for an undetermined time in order to keep the Taliban
and Al Qaeda under control.
Wounded or sick veterans receive appropriate and quality care through benefits that we provide to them.
Your multi-genre project must include the following:





A poem/song (15%)
A researched editorial (50%)
An original visual rhetoric piece—either a film or a poster sized work (25%)
Presentation (5%)
Classroom work time (5%)
Your entire project should come together in order to present your stance on the issue you choose.
The POEM/SONG must use effective and meaningful line breaks, figurative language, purposeful structure, and a
minimum of five poetic devices. You must also identify next to your poem the five devices, why you used them,
and how they work. In addition, you must explain how at least one of your line or stanza breaks adds meaning to
your poem.
For your EDITORIAL, you will research your topic to find out your stance and then to support your stance with
evidence. You will then write an editorial in which you will want to use persuasion to convince your readers that
they should agree with you. In fact, you must highlight or underline at least 5 places where you attempted to
use persuasion. You also must acknowledge the opposition’s view, as well. The research must be from credible
sources and must be cited using accurate MLA citation methods (including internal citation and a Works Cited
page). The editorial must contain at least six pieces of cited information and two of those must be properly
embedded direct quotes. Papers should be organized into paragraphs and polished for grammar and spelling.
You must craft a VISUAL RHETORIC PIECE that contains words and images. Your piece may be a straight piece,
meaning that the image and words literally mean what they present. Or you may do a satirical piece, meaning
that your piece must make a commentary on the issue, but it would be done in an ironic or humorous way. Also,
when I say craft, I mean craft. All work must be original, unless you gain my approval prior to your presentation.
You must contemplate your layout, color usage, medium, central image, framing, etc. Your piece may be an
image, cartoon, drawing/painting, other art piece, or film. Your work must contain words with your image.
Your viewer should be able to recognize the meaning of the work by reading these words and connecting them to
the image. More powerful works use their words powerfully and concisely. You must also include a typed,
double spaced justification of your work that explains what your work is supposed to convey and why you crafted
it the way you did.
You will then present your project, explaining to the class your stance and how your three pieces work together
to form an overall view on the subject you chose. You do not have to read your entire editorial or poem, but you
will want to present elements of all three of your works.
This is not a project you can do the night before. In order to help you use CLASSROOM WORK TIME effectively,
5% of your overall grade will be determined by your efforts during scheduled work time.
Scoring Guides are attached.
Work Time Rubric
Name ____________________________________________
A
Always on task and focused. Comes prepared daily to work. Maintains minimal
socialization. Comes to class on time, gets work out promptly, and works until the
bell.
B
Mostly on task and focused, though some socialization and off task behavior occurs.
Comes prepared daily to work. Comes to class on time, gets work out when asked,
and works until the bell.
C
Task focus is variable and occasionally needs reminders to get back on track; may
be on unrelated computer sites or socializing more than he/she should, but spends
most of the time working. Comes prepared daily to work. Comes to class on time
and works until the bell.
D
Often needs babysitting because he/she is unfocused, social, and off task. Caught
on unrelated computer sites or socializing on multiple occasions, causing the
teacher’s attention to be drawn away from students who seek legitimate
educational support. May be tardy and may not make most of entire class period.
F
Does not take the assignment seriously and is so often off task that he/she does not
deserve credit for this portion of the assignment. Comes late, packs up early.
Comments:
POETRY SCORING GUIDE
Name ___________________________________
_______ A The poet’s intention with the poetry is clear and the execution of that intention is
superb. Obviously, the poems tell a story, cause a reaction from the reader, provoke thought,
or create images with success and flair. The form that the poems take is appropriate to the
intention, interesting, and consistent throughout. Language is used economically,
figuratively, and effectively to produce a stylish and moving poem. There is a genuine sense
of someone communicating something important to someone else. Grammar and mechanics
are consistent with the purpose of the poems.
_______ B The poet’s intention with the poetry is clear; however, the execution of that
intention is only somewhat successful. The poet is attempting to tell a story, cause a reaction
from the reader, provoke thought, or create images; however, the end result is not as
superbly crafted or fancifully executed as A poems. There is some definite form to the
poetry, although it may be vaguely structured or inconsistent. Language is used economically
and figuratively to produce interesting and thought-provoking poetry. Grammar and
mechanics are consistent with the purpose of the poetry.
_______ C The poet’s intention with this piece is not entirely clear; its execution is confusing
or inconsistent. While the poet may be trying to tell a story, cause a reaction, provoke
thought, or create images, the end result is probably an unstructured compilation of
meaningful feelings and incidents that the poet wants to communicate. The poet is not
successful, however, because he/she uses an indefinite or inconsistent form and the language
is not used economically, figuratively, or effectively. Grammar and mechanics are
inconsistent and do, at least occasionally, interfere with clear communication.
_______ D The poet’s intention with this poetry is not at all clear; its execution is severely
underdeveloped. While the poet may be trying to tell a story, cause a reaction, provoke
thought, or create images, the end result is likely a collection of meaningless phrases,
feelings, and incidents that only confound and confuse the reader. The poem lacks form, and
the language usage, grammar, and mechanics frequently interfere with clear communication.
_______ F No writing is submitted or the writing is too brief or baffling to consider seriously.
Writing may be plagiarized.
COMMENTS:
ESSAY SCORING GUIDE
Name ___________________________________
_______ A A substantial written prewriting activity (web, outline, jot list, cluster, brainstorm, etc.)
accompanies the draft, proving the writer thought considerably before writing. This writing has a distinct, clear,
and worthwhile thesis statement and a persuasive argument. The writer uses specific, pertinent, insightful
details to support his/her statements and accurately embeds and cites all required research. The writing is
organized, complete, sincere, and thorough. The introduction is enticing; the body paragraphs are thorough,
relevant, and supportive; the ending resolves the piece with reason and finesse. The language has been chosen
carefully and used effectively to produce a consistent and powerful progression of thought. The use of
mechanics is logical and consistent, and it does not undermine the readers’ interpretation. Spelling is
immaculate.
_______ B A written prewriting activity (web, outline, jot list, cluster, brainstorm, etc.) accompanies the draft,
proving the writer thought before writing. This writing has a thesis statement and a somewhat persuasive
argument. The writer uses details to support his/her statements, although more or better support should have
been used. While some inaccuracy occurs, the writer has attempted to include all required research elements
and to cite them. The writing is adequately organized, complete, and thorough. The introduction attempts to
grab the attention of the reader; the body paragraphs are relevant and supportive; the ending attempts to
provide the reader with a final parting shot. The author has attempted to use language carefully and effectively
but is not quite as successful as an A paper. The use of mechanics is logical and consistent, and it does not
undermine the readers’ interpretation. Spelling is almost perfect.
_______ C The intention of the piece is apparent, but the execution of it is underdeveloped. The writer may
not submit a written prewriting activity or the one he/she does submit fails to show in-depth thought before
writing. The writing may have a clear, worthwhile controlling idea, but the support is mostly general,
insufficient, irrelevant, or unconnected. OR it may have a vague, unfocused controlling idea with thorough
discussion or support. The author has the majority of the research requirements, but the citation or embedding
of support has many inaccuracies. Regardless, the author attempts to cite all information. The writing has a
beginning, middle, and end, but they are sluggish or lack skillful development. Language usage is logical, but is
not as persuasive as an A or B paper. The mechanics of the paper and spelling may not be entirely consistent and
may begin to interfere with reader interpretation.
_______ D One of two situations probably exists here: the intention of the piece is confusing or inconsistent but
nonetheless promising OR the entire writing is an exercise in routine. The writing is seriously deficient in one or
more structural element—beginning, middle, end. The writing likely lacks a clear controlling idea that provides
organizational focus AND/OR The discussion of ideas is general, and the use of support is weak. Perhaps the
piece is overly simplistic and relies on generalization, rather than supported research. The writer uses only some
of the required research elements and the citation and embedding contains multiple errors. The use of language
is simple, flat, and predictable, though appropriate. The mechanics are inconsistent and do interfere with a
reader’s comprehension. Spelling mistakes are obvious. The writer either did not take this writing seriously
enough or did not understand the material well enough to write a response to it.
_______ F No writing is submitted or the writing is too brief or baffling to consider seriously. Writing may be
plagiarized. This category will occur for any paper that does not use cite researched information.
COMMENTS:
Visual Project Rubric
Name __________________________
A Skillful use of the majority of appropriate visual features (e.g., central image, colors,
layout, symbolism, font size and style, frame); powerful use of language conveys message
concisely and effectively; communicated imaginatively and with awareness an important
contemporary issue; effectively used medium/techniques to appeal to a specific audience to
reveal a deep and/or insightful understanding of the issue; skillful use of keywords in your
cartoon/image to communicate a point.
B Use of the majority of appropriate visual features (e.g., central image, colors, layout,
symbolism, font size and style, frame); use of language conveys message adequately;
communicated adequately an important contemporary issue; used medium/techniques to
appeal to a general audience to reveal a decent understanding of the issue; use of keywords in
your cartoon/image to communicate a point.
C Use of some of appropriate visual features (e.g., central image, colors, layout, symbolism,
font size and style, frame), but more could have been used; communicated a message through
language, but was not as effective or powerful as it could have been; somewhat
communicated a contemporary issue; little to no consideration of medium; use of keywords in
your cartoon/image weakly communicates a point.
D Little use of appropriate visual features (e.g., central image, colors, layout, symbolism,
font size and style, frame) and/or language to communicate a point; no thought about
medium; keywords and images are disconnected or confusing.
F Incomplete, plagiarized, unoriginal, or lacking sufficient effort to deserve credit for the
project.
Comments:
Multi Genre Project Checklist
Name ___________________________________________________
TOPIC CHOSEN:
POEM/SONG (15%)
 I used effective and meaningful line breaks, figurative language, purposeful
structure, and a minimum of five poetic devices.
 I identified next to my poem the five devices, why I used them, and how they
work.
 I explained how at least one of my line or stanza breaks adds meaning to my
poem.
EDITORIAL(50%)
 I have used persuasive techniques in my writing and have highlighted or underlined
at least 5 places where I used a persuasive technique.
 I have acknowledged the opposition’s view in my editorial.
 I have used credible sites and I can prove it.
 I have used six pieces of cited information within my editorial.
 I have used at least two embedded direct quotes.
 I have cited every piece of research using internal citation within my editorial.
 I have an accurately formatted and cited WORKS CITED at the end of my paper.
 I have a works cited as the last page of my paper before submitting it to
turnitin.com. I understand that, if I submit the paper without a works cited, I will
receive a zero.
 I have used paragraphs with main idea sentences.
 I have edited my paper for grammar and spelling.
VISUAL RHETORIC PIECE(25%)
 My visual piece contains words and images.
 My piece contains only my original work or I have received permission from Mrs. Lee.
 I have written a a typed, double spaced justification of my work that explains what I
was trying to convey and how I have crafted it (in other words, I explained the layout,
color usage, medium, central image, framing, etc)
PRESENTATION (5%)
 I have identified key elements of my project to highlight.
 I have prepared my presentation so that my delivery is polished and professional.