Reading and Writing Multiple Genre

Articles used:

• Romano, T. (2000). Blending genre, alternating style: Writing multigenre papers. Portsmouth, NJ: Heinemann.
• Allen, C.A. (2001). Creating flow: Pulling it all together. In The Multigenre Research Paper: Voice, Passion, and Discovery in Grades 4-6 (pp. 96-99). Portsmouth, NJ: Heinemann
• Styslinger, M. (2006). Multigenred-multigendered research papers. 
• Blitz, S. Teaching literature through the multigenre paper: an alternative to the analytical essay

Say:

Before reading these articles I had never been exposed to the multiigenre paper or had even heard of it.  I can say, though, that I really wish my teachers had used these when I was in high school.  They are such a wonderful way to tap into the different learning styles of students while engaging them in inventive and new ways.  While I was in the minority of students who actually enjoyed analyzing literature and liked having a set structure, it is safe to say that most high school students would rather do a project that is more creative in regards to literature and the works they are studying in their English classrooms.  I really like how Dr. Styslinger worded the purpose of the multigenre paper when she says that it "is a unique work.  The individual who chooses and creates the crots necessary to transform experience from personal to public is challenged to provide a sense of particularity that abstractions cannot render and paragraphs cannot conceal." (p. 55).  This is also a great way to integrate reader response; by having students "transform experience to personal to public" they are forced to really think about their personal connections to the text.  This in turn helps them appreciate and understand the text in a way that relates to them.  Allen's thoughts on the multigenre paper are also something I agree with.  She says that "because so much is implicit, you have to help students think about ways to present their pieces." (p. 96).  I like how she summarizes the multigenre paper because it does a good job of breaking down the why or the purpose which is so helpful for students in understanding the reasoning behind an assignment, which is vital.  She talks about using a writing workshop in the classroom which is another great idea of hers that I like and would actually use in my own classroom.  Students using each other as resources is a great way for them to create good classroom rapport and for the teacher to get a better understanding of their students' individual struggles and strengths in regards to writing and in analyzing literature.  Blitz's article was wonderful and I really enjoyed looking at the different ways in which to integrate the multigenre paper using Macbeth.  She has some great ideas that I would definitely use in my own classroom.  She does a really good job of breaking down her instructions step by step so it is easier for students to see all of the requirements in an easy to read way that is not overwhelming or intimidating.  She also explains each section of the essay in easy to understand terms such as "attention grabber" and "documentation" which benefit students greatly when they look at the instructions.

Do:

I would do something similar to Blitz in my classroom when introducing a multigenre paper.  However, instead of having so many options on the suggestions part of the assignment sheet, I would choose one or two cater to each learning style.  That way, students are not as overwhelmed by their options which can really affect the amount of effort they put into it from the beginning.  For the kinesthetic learners I would have them choose between rewriting an interior monologue and performing it or having them act out a scene or soliloquy.  For my auditory learners I would have them choose between acting out a scene or soliloquy or writing lyrics and performing them.  My artistic students would have the option of creating a storyboard in which they would rewrite a scene or acting out a scene.