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Multigenre Research Project: The Key to Fitting in All Genres of Writing

Looking for a way to spice up your writing unit while engaging students, differentiating by ability and interest, and still covering all the required standards at the appropriate level of rigor? Teaching writing is not always easy, but I’ve got you covered. Just keep reading as I introduce you to the benefits of the multigenre research project.

“Writing is easy. All you have to do is cross out the wrong words.” ~ Mark Twain

When I was in grad school for my reading specialist certification, I took a class on teaching writing. It was a little confusing to me at first exactly why I was taking a writing class in a reading program, but as I quickly learned, writing and reading are closely entwined in the love relationship that is literacy. As it was, the professor of this class introduced us to the multigenre research project.

The Multigenre Research Project

What is it, you might be wondering? A multigenre research project is a mixture of imagination, research, reading, writing, and ingenuity. Picture all the goodness of multiple genres of writing smooshed together and combined with student choice and writing workshop.

Students pick a research topic that interests them, and they write about that topic from various angles and viewpoints through multiple genres of writing (creative, expository, persuasive, analytical, argumentative – you name it!).

They package their ideas together symbolically, and they also include a transitional element (a repetend, if you will) that ties each piece of their writing together seamlessly. A lot of thought is required. For a more detailed explanation (and some quality resources), read this .

Fit it all in with writing! Combine elements of engagement, student choice, and writer's workshop through the unique multigenre research project. #MiddleSchoolELA #HighSchoolELA #ResearchProject

The Time I Wrote One

Back to my story…I’ll never forget what happened next. That professor actually made us write one. The whole  thing. I just thought, seriously lady? I have little kids at home…and a dog…and a husband…and two fish…and I teach full time. Are you for real?

The MGP, as she taught it, took me about two months to complete. But, I have to admit: In hindsight, I understood why she was teaching us about this approach to writing and reading. It really was the perfect literacy storm. That’s why I’m sharing these ideas with you today. Also, it doesn’t have to take two months. You can make it fit your needs.

For the sake of brevity, I’m not going to go into all the details about exactly how to structure the unit or what to include (although you can easily do some research on this topic and find a plethora of insanely good ideas). Instead, what I’d suggest is that you get your hands on this book* . It’s the text I used in my master’s class, and the authors tell you everything you need to know.

What I am going to share are 11 reasons why it will revolutionize your research unit.

1. Student interest is paramount.

The beauty of the multigenre research project is that students truly CAN write about almost any topic that interests them. Even if they’ve written about the topic in the past, the multigenre research project will allow them to delve deeper into the subject they enjoy. I was amazed by the level of interest my students showed in their projects. Bonus.

2. Creativity is encouraged.

Sadly, many traditional research papers squelch students’ imaginations. My students are left hungry, always asking me, “When are we doing a creative writing unit?” The demands of high school English curriculum often leave little room for “fun” writing.

With the multigenre project, students are writing multiple pieces about their topic, and each piece is a different genre. If Suzy wants to write a recipe, and Billy Bob is yearning to write a comic strip, so be it.

Students are required to think about how they will tie each of their pieces together (which is called the repetend), and the symbolic project packaging is another angle where students can showcase their imaginations.

3. Minilessons are sprinkled throughout.

One of the reasons I love the multigenre project is because it allows me to see students’ writing on a regular basis (I collect one piece each week), and I focus my minilessons on common patterns I notice in their pieces.

For instance, I cover one trait of writing each week, one or two genres of writing each week, and one grammatical concept per week. Students can grasp the authenticity behind these lessons because they are geared specifically toward their current drafts. We reinforce those ideas as we draft, revise, and edit our genres.

multigenre research project genre ideas

4. Differentiation? A breeze.

You don’t even have to try. It’s impossible to teach the multigenre research project and not differentiate. Students get to pick their topics. You get to help them decide what pieces and how many they should write based on their research and their ability levels. You gear instruction toward their needs. A custom-made assignment for every student. Done.

5. More time is available for conferences with students.

Regular research writing units can feel rushed. With the multigenre project, I make it a habit of sitting down with every student in the classroom at least once a week to conference with them about their current piece of writing and their vision for the project as a whole. I usually do this either during group conference/feedback time or during the day each week I give students to work on that week’s genre. Students appreciate this instant feedback, and at the end of the unit, there are no surprises. We have clearly communicated expectations all along.

multigenre research project genre ideas

6. Potential exists for cross-curricular adventures.

This concept is not just an English thing.  Anyone can assign a multigenre research project. Teachers can even join together to have students research topics that cross content areas. When students select topics they enjoy, they will be more likely to want to research different facets of that subject and, in turn, possibly dip into multiple content areas.

7. It enforces the writing process naturally.

It’s always amazing to me that ninth graders can sit in my classroom and not understand the writing process. Hello? There are only five steps! Sigh. In reality, I can’t entirely blame them. If I only purposely thought about the writing process a couple times a year, I probably wouldn’t have much reason to remember it, either.

With the multigenre project, I emphasize that writing process for every piece and for the project as a whole. It’s sort of impossible for students not to have it mastered when we are through.

8. It allows for student-driven learning.

I was a little concerned about how my freshmen students would handle this whole project. In hindsight, they amazed me with their passion for the topics they chose, for the genres they wanted to write, for the depth of their thinking, and for their responsibility they took on with researching. When the choices are left up to the students, they really can impress you.

Even better, my students LEARNED TO TALK ABOUT WRITING. Say what?!? Yes, I sat with them while they conferenced. I modeled constructive feedback. They started out a little meek and unsure, but they ended the nine weeks with some serious writing feedback lingo in their tool belts, and they were more confident in their abilities to assess their own and their peers’ writing. That’s something to celebrate!

multigenre research project genre ideas

9. The design is flexible.

The thing with the multigenre research project is that it truly can be whatever you need it or want it to be. If you only have a couple weeks, students can complete much of it outside of class, or it could be a short project. If you have an entire nine weeks, however, you can really devote some serious instructional time and writing workshop lessons to the unit.

You can include whatever genres of writing you want your students to know, and you can emphasize whatever minilessons they need. Flexibility reigns.

10. Research writing is still taught, but better.

So here’s the thing. I don’t want anyone navigating away from this blog post thinking that students don’t learn how to write a research paper with this approach to writing. Quite the contrary, actually. My students had a firm understanding of what it means to write research pieces after completing this unit, but their comprehension of “research writing” was extended beyond the norm.

I introduced my students not only to traditional MLA research writing skills, but also to the concept of citing research in creative writing through footnotes and endnotes. I showed them different formats of citing sources, and we discussed which citation formats would be appropriate for which genres of writing. The discussion was rich. Learning was forefront. It really was worthwhile.

11. Conquer the writing standards.

I challenge you to find one Common Core writing standard that is not covered with this multigenre research project. It’s a beast. Text types and purposes? Check. Production and distribution of writing? Check. Research to build and present knowledge? Check. Range of writing? Checkmate. I absolutely adore that students can be investing themselves in a topic they love and accomplishing so much learning at the same time. It’s a rich, infectious atmosphere.

If I sat here longer, I’m sure I could come up with far more than 11 benefits of this assignment. For full transparency, I don’t want to end this post with everyone thinking my classroom during this unit was all rainbows and unicorns. Do all students LOVE this assignment? Let’s be real – I wish. With any project, there will always be that pocket who holds back and grumbles, but I actually had many students tell me how much they were enjoying it, so I know it was successful for the majority of the class.

Tips for Implementation

If you are interested in trying this unit in your own classroom, I would first suggest developing an easy template/rubric for grading the assignments.

Also, tell students up front exactly what your expectations are, and as you conference with them, make sure to give them honest feedback so there are no surprises when they get their graded project returned to them. This will be a project many students consider an extension of themselves, so they will be emotionally attached.

Start with something manageable. If you don’t fully understand what you are doing, your students definitely will be lost. Finally, get organized. Create a calendar (even an organic one that you explain will be altered as you move throughout the project) so that everyone is on the same page for deadlines, topics of study, computer lab dates, and other expectations.

You can access my free organizational materials for the prewriting portion of the MGP here .

Most importantly, have fun with this. Let students drive their own learning, and don’t be too hard on yourself…the first time is always a process of trial and error! Tell your students you want their help with tweaking the unit as you go…they’ll have an additional interest to keep them vested in their work.

* This post contains an Amazon affiliate link. If you click through and purchase using the link, I will earn a small commission at no extra cost to you.

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I found your site via Pinterest and am very intrigued by the idea of the multi-genre project. I would like to read more, but the link to your book recommendation yields a “can’t find this book”message on Barnes and Noble. Please help!

Hi Loralyn!

Thanks so much for letting me know about the link. It’s fixed now. The book I used is is called A Teacher’s Guide to the Multigenre Research Project: Everything You Need to Get Started by Melinda Putz. I highly recommend it! It saved me so much time by laying out a solid plan for how to get started. If you decide to try this, don’t forget to come back and let us know how it went. I’d be so excited to hear about your experiences. Let me know if there’s any other way I can help. Happy teaching!

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  • Book Reviews / Project Learning

A Fresh Way to Engage Students in Research

by MiddleWeb · Published 08/18/2022 · Updated 08/18/2022

A Teacher’s Guide to the Multigenre Research Project: Everything You Need to Get Started By Melinda Putz (Heinemann Press, 2020 – Learn more )

Reviewed by Erin Corrigan-Smith

multigenre research project genre ideas

By encouraging students to seek out learning they are most interested in, engagement is increased, and learning becomes more meaningful.

multigenre research project genre ideas

Though often used in the Social Studies or Science classrooms, MGRP lends itself to activating student interest in almost any classroom setting and with almost any subject.

A new approach to an old concept

Most disciplines have standards that involve research of some kind. The MGRP offers an alternative to the traditional research essay or poster-board project. It’s a fresh way to excite students to get them to take ownership of what they want to research, while also hitting those all-important research standards.

The very nature of the MGRP requires students to synthesize their learning through artifacts from multiple genres, i.e., poetry, essay, cartoons, etc., and this synthesis gets students to that all-important Depth of Knowledge Level 4 many schools and districts aspire to.

For any teacher interested in offering an MGRP for student choice, but who is afraid of administrative kickback, there is an entire chapter (10) dedicated solely to the research and standards behind the MGRP.

The MGRP is something to offer for older grades – at least grade 6, with some modifications. By the time students have reached high school, they should already possess the basic skills for researching topics, so implementing the MGRP will be a relatively painless transition. ( See these ideas for middle school from Jeremy Hyler. )

Though not a simple task, implementing the MGRP allows students to follow their own interests, so they are more determined to complete the projects they have chosen. This is not a stuffy essay! Rather, it is a chance for students to truly show their learning and mastery on any topic they choose. In the words of Putz:

Nearly all of the ideas I have included in this book have been created, tried, and revised over a period of about ten years. Although I’ve included lots of handouts and step-by-step instructions, I believe the teaching of this project should be in no way formulaic. The multigenre project should be all about exploration, innovation, and individuality (p. 14).

Resource packed chapters

The book is deceptively thin, but it packs a wallop in information! Each chapter has been well organized to get to the point, and reach it quickly, so that the teacher can get students started as soon as they are ready. The text also includes access to online materials, provided through the Heinemann website, for download and immediate implementation. The samples include handouts, lesson plan ideas, and exemplars for students to see.

Each step of the process is well thought out and well implemented to make the most use of classroom time. Essentially, the book is the layout for the project and each chapter builds upon the one before it.

New to MGRP? Start with Chapter 11

For anyone new to the MGRP idea, Chapter 11 is where you would want to begin. This chapter lays out the proposed schedule, troubleshooting ideas, and even a process for using the MGRP as a group project. After reviewing the information in Chapter 11, return to Chapter 1 for a run-down of what, exactly, an MGRP is, and a chart on how it differs from a traditional research project.

For those teachers who are tired of fighting an uphill battle to get students to complete a research essay or presentation, this is a viable option that offers a chance for students’ buy in while also challenging them to dig deeper and find true meaning in what interests them most.

Erin Corrigan-Smith is a secondary ELA teacher in a suburb of Atlanta. She has a B.A. and M.A. in English, and her focus of study is children’s literature. She has recently returned to school to earn an Ed.D. in Reading and Literacy. In her downtime, she enjoys going to her family’s cabin in the North Georgia mountains with her husband and dog to read, complete her never-ending piles of homework, and relax.

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Create multigenre research projects

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March 08, 2013

Create multigenre research projects

Instead of producing a single, large report, a multigenre project requires students to separate the information into multiple, smaller products in various genres. Students collect facts/information as they would for a traditional report. Then, they must choose which information to present in each format. No information can be repeated within each student’s project. This requires students to evaluate how to present specific facts; students must determine a best fit.

Charlene Crouch at Selma Elementary (Selma, IN) integrated a variety of writing genres within her students’ research projects on U.S. states. ( Download a fifth grade student example on Colorado .) Requiring specific types of information and facts, students had to present the required data within a variety of genres.

  • A title page
  • A table of contents
  • A forward letter (in friendly letter format) that introduces the state researched and a little background on why the student chose it
  • A 250-word expository article or essay on the state including capital city, state bird, flower, population, climate, popular landmarks, historical events, or important people related to the state, etc.
  • A poem (of any form, including acrostic, free verse, rhyming, concrete, etc.)
  • A photo collage including highlighted places, scenes, objects, and landmarks (minimum of five photos; all must include captions written in sentences)
  • A hand-drawn state map identifying the capital city, three additional places/cities to visit, and major rivers/waterways
  • A hand-drawn license plate, with a detailed explanation for the design
  • An additional poem about the state
  • A timeline of important events related to state
  • A bumper sticker design that relates to the state, including a detailed explanation
  • A travel brochure that highlights annual festivals or events within the state (including explanations of each event, who would attend, why the event is being held, what/who the event honors, etc.)
  • A journal entry from a famous person from the state (written in first person)

When Mandy Keele, Southside Elementary (Columbus, IN) learned about the multigenre research project during the 2011 Smekens Literacy Retreat, she wanted to try it with her fourth graders. Her students selected topics of interest and collected information about their subjects, taking notes and organizing facts. Check out a couple student samples.

For more information, read Multigenre Research Project: Everything You Need to Get Started by Melinda Putz.

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Independent Writng: Multi-genre writing projects to celebrate a year of writing workshop

images (10)

The last quarter of the school year brings gifts all its own – it’s a time to celebrate all the investment that has been made during the first three quarters: our students have a sense of independence and ownership of their learning, and they are ready, willing and able to spread their wings and fly on their own…with a bit of guidance and encouragement. I save two genres for this particular time in the school year – digital writing experiments , and the multi-genre writing project.

By this time of year, my students have cycled through the following units of study:

  • personal narrative
  • feature article
  • persuasive essays and letters
  • photo essays
  • and, from the very first week of school, we’ve also written:
  • book reviews
  • a slice of life once every week
  • experiments in digital storytelling

So, we’ve explored many types of writing in an organized, methodical, predictable writing workshop way: immersing ourselves in mentor texts, selecting topics and ideas that move us, drafting, revising, editing and re-editing, and finally publishing each genre to the happy fanfare of writing celebrations. And, as we arrive at the last quarter of the year, we eye each other and ask…now what?!!…and the answer is: The Multi Genre Writing Project. In a nutshell, this is the time of year in which we look back over all the different ways in which we’ve learned to write effectively and beautifully, and flex our well toned writing muscles to show what we can do. On our own (with a bit of guidance and encouragement).

Two wonderful books opened my eyes to the possibility of this writing project:

download (11)

Camille Allen, in her book The Multigenre Research Paper:Voice, Passion, and Discovery in Grades 4-6 , describes the essential idea behind the venture this way: “The best way I can describe a multigenre paper is to say that each piece in the paper utilizes a different genre, reveals one facet of the topic, and makes its own point…The paper is instead a collage of writing and artistic expression with an overarching theme that engulfs and informs the reader.”

download (12)

And Penny Kittle, in Write Beside Them , describes multigenre writing as: “At its core, multigenre means letting go – letting writers decide. If the territory drives you to write, then I trust you to determine how to write about it…The writing helps us see and feel, not just know the facts. That’s the essence of multigenre work – a broadening of understanding through the use of different forms of writing.”

Last year, I experimented a bit with the multigenre project, trying to figure out how it would look in a sixth grade classroom and trying to answer some thorny questions: how much freedom in topic choice? how many genres to throw into the mix? Some things worked quite well (yes, freedom in topic choice works – but sixth graders need parameters), and some things did not (my kids were able to work with success when I limited the genres to four). This year, I am armed with lessons learned, and my kids are excited to begin.

The launch: Penny Kittle writes about introducing this project with a dramatic classroom scene – a police officer arriving to issue a bench warrant for her arrest on a traffic violation. That certainly got the attention of her high school kids! We launched in a quieter way, by reaching into our writers notebooks and writing portfolios in search of our burning questions – what issues and topics had we written about the most? wondered about the most? wanted to keep writing about the most. Each student came up with a list of three, to be narrowed to down one.

The genres to choose from: Last year, in my enthusiasm to allow my kids maximum freedom, I allowed them to choose as many of the genres as they wanted. Big mistake. In their enthusiasm, they wanted to take on everything, and we were pressed for time (the only drawback to the fourth quarter of the year is that when it ends, it ends – there is no more borrowing time). So, this year my kids have to pick four genres from our menu:

The process: Once my kids have chosen their topics and genres, we meet to confer about feasibility and time frame. We have five weeks to work with, so each student completes a planning proposal:

Screen shot 2014-05-10 at 1.53.16 AM

This gives us a framework in which to focus our topics, organize time, and set project parameters, all three of which are necessary to make sure that my kids have the best chance of creating meaningful work that they can be proud of – not something we are rushing to complete in the waning days of the school year when both time and stamina are running out. Once topics have been chosen, and we’ve met to confer about the planning proposal, we number each genre in the order that makes the most sense: most time-consuming to least time-consuming, which ensures that the project will be completed in time.

The day-to-day: The daily minilesson is replaced with a short piece of mentor text – a poem, an extract from a memoir or nonfiction text, an editorial, a personal narrative. Since every student is working on something different, the mentor text serves as an inspiration piece, something to listen to as a writer and tuck away for reference. And then we write, confer, meet with writing partners to share and nudge, and then write some more. As each piece of the project is completed and polished, it is filed away for our final writing celebration.

Some current multi-genre proposals:

From Thomas, a baseball enthusiast : A feature article on Jackie Robinson A memoir – his first MLB baseball game An editorial about the need to make the selection of summer travel baseball teams “more fair” (I have a feeling that I’m going to learn a lot about the politics in youth baseball through this) A narrative poem about the first game of the summer leagues

From Koji, who wants to celebrate his Japanese heritage : A “Where I’m From” poem A personal narrative about going to his grandparents for a part of every summer A feature article about the cherry blossom trees in Washington, D.C. An opinion piece comparing Japanese schools to American schools

From Lacey, a gymnast : An ode to her gymnastics center A letter to our school Superintendent, proposing to have gymnastics as a middle school sport An article about Nadia Comaneci – her hero A photo essay about her gymnastics routine on Tapestry

The Writing Celebration This takes up the last week of school, and we need every moment of it to share each aspect of everyone’s project.  It’s a celebration of our multigenre project, but it’s also the celebration of how far each of my students has traveled as a writer in the space of a year.  It’s the perfect way to cap a year of writing workshop.

We’d love to hear more of your thoughts on independent writing in a Two Writing Teachers community virtual get-together. Please join us on Monday, May 12th at 8:30 p.m. EDT for a Twitter Chat on independent writing. Please use the hashtag #TWTBlog. (Click here for more information.)   We hope to see you there!

We’d love to hear more of your thoughts on independent writing in a Two Writing Teachers community virtual get-together. Please join us on Monday, May 12th at 8:30 p.m. EDT for a Twitter Chat on independent writing. Please use the hashtag #TWTBlog. ( Click here  for more information.) We hope to see you there!

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Published by Tara Smith

I teach Writing Workshop, Language Arts and Social Studies to sixth graders at a middle school in suburban New Jersey. This blog is my attempt to capture all the "stuff" that goes into my teaching life - the planning, the dreaming, the reading, the preparing, the hoping and (above all) the kids. Please note that the content of this blog is my own. It does not reflect the opinions of my employer. View all posts by Tara Smith

13 thoughts on “ Independent Writng: Multi-genre writing projects to celebrate a year of writing workshop ”

Tara, what fun for your students to have so many choices. As others have said, I love that you value pieces from the Writers’ Notebooks and then begin the planning with some structure. What a beautiful way to set the students up for some summer writing as well. I wonder what they will see as possibilities this summer!

LOVE this . . . wish I had more time to implement this idea for this school year, but I’m archiving it for next year 🙂

I’ll have our projects up later on, Jamie, so you will have some samples to show your kids, too.

Your multi-genre projects are a fantastic way to lift the level of the work students are expected to produce at the end of the year. It’s clear your students are engaged in the process because they have some say over what the end-product will look like. I LOVE the examples you shared of the types of pieces your students are putting into their projects. I can’t wait to see how they turn out in June!

Looking forward to sharing these, Stacey! I am as excited as the kids, I think.

I loved the way you pulled this together with just enough structure to make the deadlines, and the freedom that will empower and motivate Tara. So funny, I never thought to call it a multi-genre project, but I used to do this with my class and labeled it their anthologies of writing. As you described, they needed a theme, to include different kinds of writing, and so on. It is such an important ‘cap’ to the year’s work. I was especially impressed that each of your students’ example included some kind of persuasive piece. That, my friend, is empowerment! Terrific post!

Wasn’t that great about the persuasive piece?! I would have thought that with all the practice we did for our state tests, that they would have been DONE with the persuasive…but I was wrong!

Tara, I love hearing all you do with your 6th graders, in all of your posts. What a treasure to be able to tap into your thinking on a daily basis. Today’s was especially meaningful. Tom Romano (and Camille and Penny) extended my notion of multi-genre many years ago. Having students look back into their WRNotebooks for those burning issues and topics that matter to them is so important. For Arthur it was chess. Keerthi: women having the right to choose their own marriage partner. For Ben: sanctioning football in our school district. For Madi: eating disorders. Like Vicki Vinton I worry about CC leading teachers/students away from multi-genre. Yet, this kind of writing encompasses all that matters most in a variety of ways– kids are analyzing, synthesizing, evaluating, comprehending… and extending their notions of a topic in so many ways. When we look at something through so many different perspectives, we deepen our understandings. Multi-genre gets kids reflecting and deepening their understandings in such creative ways. It lets them tell their stories in an engaging, persuasive way. It lets them tell the story of what matters to them. It leads them to trying to answer their own questions. It’s what I want for kids. In the latest book I just finished (ReadWriteTeach) I ended with Madi’s multigenre piece precisely because her writing speaks to so many other adolescents, and for all the reasons you cite in this post– it is the perfect way to gather their thinking and celebrate a year of writing.

So honored that you stopped by to share your thoughts, Linda! I’m looking forward to reading your new book and placing it next to your others – the guidebooks of my teaching life. I loved this part of what you shared especially: “It lets them tell the story of what matters to them. It leads them to trying to answer their own questions.” I think we are taking away our children’s capacity to do this in many areas of our curriculum as a result of interpretations (often narrow and faulty, I believe) of the CCS, just when the world they live in demands that they ask questions, figure out what they think, try to come to terms with what matters to them. I can’t wait to read Madi’s multigenre piece!

Love, love, love that multigenre projects are alive and well in your classroom, Tara! I was introduced to them years ago by Tom Romano, whose book Blending Genre, Altering Style you should definitely check out if you don’t already know it. Kids tend to love them and often invest an enormous amount of time on them—I worked with a high school teacher, for instance,who had a student who created stationary from a Buenos Aires hotel for letters she was writing as part of her multigenre piece on Eva Peron. Unfortunately they seem like a hard sell these days because they don’t fit neatly into the CCS, so it’s good to know they haven’t been forgotten!

Tom Romano’s book figures prominently in Penny Kittle’s book, so I’ve bought and set it aside for summer reading, Vicki. Interesting about the issue with CCS alignment – perhaps this is also why it’s a hard sell among my colleagues as well. You are right about how kids love this project – mine are so excited to begin!

Tara, you are such a wonderful mentor for me. I am copying much of this article to use next year. It’s too late for us as we only have 3 more days together. School actually ends in two weeks, but that last week is full of awards, splash day, etc.

How many weeks do you spend on this last project? Do you allow them to pull out pieces they have already written to include?

Every year at the end of the year I lament about what we didn’t do. But many of my students will return to me next year (all but the 6th graders who move to middle school.) Thank you for giving me an arc of a year to implement with more intention next year.

Thank you, Margaret! We spend the last five weeks on this project – all the way until the end of the school year (which is a long one, here in New Jersey!). And yes, we pull writing pieces from our portfolios – unfinished ones, and ones my kids feel they would like to improve upon. One of the things I like best about this unit is that it does allow for this kind of revisiting of writing, so that my kids see that their writer’s notebooks and portfolios are, in a sense, always alive with possibilities.

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Multi-Genre Research Project: Topics

multigenre research project genre ideas

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IMAGES

  1. Multigenre Research Project: The Key to Fitting in All Genres of

    multigenre research project genre ideas

  2. Multi-Genre Project for Any Novel by The Lit Classroom

    multigenre research project genre ideas

  3. Multi-Genre Research Project: Topics

    multigenre research project genre ideas

  4. Multigenre Research Project: The Key to Fitting in All Genres of

    multigenre research project genre ideas

  5. PPT

    multigenre research project genre ideas

  6. [MGRP] Multi-Genre Research Project Genres by Splendiferossity

    multigenre research project genre ideas

VIDEO

  1. Choosing a Research Topic

  2. What is Research??

  3. Creating An Online Student Portfolio

  4. Alphadeus

  5. Multigenre Project Presentation--English @ TAMUT

  6. What is research

COMMENTS

  1. PDF Long List of Genres for Multigenre Projects

    Review or Critique of a Published Source Multigenre Research Projects: Review and a Poster for a Movie, Book, or TV Series Scene from a Movie with Notes for Camera Shots Scene from a Play with Cast and Set Descriptions, and Stage Directions Schedule, Things to Do, Shopping, or Packing List School Homework or Report Card

  2. Multigenre Research Project: The Key to Fitting in All Genres of

    1. Student interest is paramount. The beauty of the multigenre research project is that students truly CAN write about almost any topic that interests them. Even if they've written about the topic in the past, the multigenre research project will allow them to delve deeper into the subject they enjoy.

  3. PDF A Teacher's Guide to the Multigenre Research Project

    A Teacher's Guide to the Multigenre Research Project is a Comstock Lode of ideas, strategies, and guidelines. Melinda provides rationale and handouts to accomplish essential steps in the process of multigenre research. She helps stu-dents comprehend the scope and depth of multigenre papers, conduct thorough and responsible research, write ...

  4. List of Genres

    A Brief List of Genres: Journal Entries Personal Letter Greeting Card Schedule/Things to Do List Inner Monologue Representing Internal Conflicts Classified or Personal Ads Personal Essay or Philosophical Questions Top Ten List/Glossary or Dictionary Poetry Song Lyrics Autobiographical Essay Contest Entry Application

  5. Introduction to Multigenre

    Multigenre writing projects respond to contemporary conceptions of genre, audience, voice, arrangement and style by enabling students to tap into their knowledge about new media literacies, rich rhetorical situations, and the multiple perspectives that are inherent in any writing activity.

  6. Making Research Real: The Multi-Genre Research Project

    In the multi-genre research project, students use the information gathered from their research and the books they read to create snippets of their authors'lives. Romano's multi-genre paper makes students craft their research in their own words, through multiple viewpoints and different genres.

  7. Ideas for Multi-Genre Projects in Novel Study

    6th Grade Advanced ELA Author's Name: ______________________________ Assignment Summary: A multi-genre project comes about from research, opinion, experience, and your imagination. This paper has three parts: an argumentative piece, an informational inquiry piece from your group work, and a narrative fictional writing piece.

  8. 81: Multigenre Projects

    Possible genres Check out the book , too many to list here. Plus the book has some pretty compelling examples of student work. Would be neat if someone would take a large genre list and classify it by the 6 facets of understanding . Then you could require students to pick 1 genre form each facet.

  9. Multigenre Projects

    Multigenre projects focus on the writing (read: "creating") process, which involves inquiry, critical thinking, and creativity (Hillocks, 2005). Students must begin with an idea synthesized from research and use genre as a tool, evaluating merits of different communication strategies to find how to best make their points.

  10. PDF Multi-genre Research Project

    Well, rather than a single, extended piece of writing about a single perspective on a topic (traditional research paper), a multi-genre research project is a collection of pieces—a cohesive series of written pieces in a variety of genres that look at different angles on the same topic or theme.

  11. A Teacher's Guide to the Multigenre Research Project Method

    By encouraging students to seek out learning they are most interested in, engagement is increased, and learning becomes more meaningful. Melinda Putz's book A Teacher's Guide to the Multigenre Research Project: Everything You Need to Get Started is an effective tool to help navigate the world of the MGRP. Though often used in the Social ...

  12. PDF MULTIGENRE RESEARCH PROJECTS

    A multigenre paper is composed of many genres and subgenres, each piece self‐contained, making a point of its own, yet connected by theme or topic and sometimes by language, images, and content. In addition to many genres, a multigenre paper may also contain many voices, not just the author's.

  13. Multigenre Research Project

    multigenre research project Multigenre papers "recognize that there are many ways to see the world, many ways to show others what we see." -Tom Romano One of the goals of this course is to learn how to conduct research and use that research responsibly.

  14. Having Choice: Middle School Multigenre Research Projects

    In the blog, I describe the multigenre research my, and MYSELF provide tips for engaging within these projects through distance learning. Note: This is the second in an series off posts about Multigenre Research Projects. For an introduction, read more here. I am leaving through that project step-by-step the avoid a really long post. I h…

  15. A Teacher's Guide to the Multigenre Research Project: Everything You

    Putz' book on the multigenre research project has opened up a new world in my classroom! Kids are actually excited about doing research! The book, itself, goes step-by-step from the scheduling of such a project to explicit instructions for how to actually go from research to production and ends with a culminating reader's theatre for presentations.

  16. PDF Review of Engaging Writers with Multigenre Research Projects: A Teacher

    Building the report from real-life genres invites students to use their individual strengths with graphics, media, music, and art and challenges them to master unfamiliar genres (p. 1). Put differently, when student writers engage in this kind of work they are empowered to creatively author captivating texts about topics they find interesting.

  17. Having Choice: Middle School Multigenre Research Projects

    9/2/2020 Guest Blogger: Jeremy Hyler, Michigan Middle School English Teacher "At its core, multigenre means letting go—letting writers decide" - Penny Kittle, Write Beside Them Yes, it is true, I dislike the term "research paper". Since I was an undergrad, it brings nothing but anxiety to me, personally.

  18. Create multigenre research projects

    Check out a couple student samples. For more information, read Multigenre Research Project: Everything You Need to Get Started by Melinda Putz. A multigenre project requires students to separate the information into multiple, smaller products in various genres.

  19. Multigenre Research Project

    Project 6: Multigeneric Research Project. You may have written standard research papers in years past, but for this course you will be trying something a little different: a multigenre research paper on the person, topic, or theme of your choice. If you want to take a look at what a multigeneric paper looks like, here's one on chemical warfare ...

  20. Multigenre Research Project

    A multigenre paper is just what the term suggests: it is a non-traditional paper using many different genres, depending on what the specific subject, facts or audience call for.

  21. Multigenre research paper

    Multigenre research paper is an alternative to the traditional five paragraph essay commonly used in secondary education.It emphasizes the use of multiple genres to represent a given or chosen research topic. A genre is a specific type of art including literature, speech, drawings, music, etc. With this type of project, students are expected to research their given topic and then present the ...

  22. Independent Writng: Multi-genre writing projects to celebrate a year of

    And then we write, confer, meet with writing partners to share and nudge, and then write some more. As each piece of the project is completed and polished, it is filed away for our final writing celebration. Some current multi-genre proposals: From Thomas, a baseball enthusiast: A feature article on Jackie Robinson

  23. Multi-Genre Research Project: Topics

    advertisement Multi-Genre Research Project: Topics Note: This list is merely for inspiration. You are not restricted to the topics listed here. If you have a topic that you want to do, then feel free to do it, so long as you get approval on your proposal.