Multigenre Projects

In my book New Realms for Writing (ISTE, 2019) I introduce a multi genre project my students create based on a World War II topic, research, and historical fiction.

As stated in the book, “Why just box students into writing one genre per unit? There are limitations to teaching narrative, informative, argumentative writing in isolation. Each genre has its strengths and drawbacks. In fact, when we read essays and articles these genres are often blended together.  If teachers allow students to show their understanding and knowledge of a topic with a variety of genres there is choice and creativity. This goes beyond just allowing students to choose the genre or format to showcase their understanding, what if students could blend genres in one assignment to produce a multi-genre piece.  In this chapter I introduce  the concept of multi genre writing: the ability to write in more than one genre to present understanding and build new knowledge.”

Multigenre Projects are not new, educator and author, Tom Romano describes in, Blending Genres Blending Styles (2000),  “In short, multigenre projects entail a series of generic documents that are linked by a central premise, theme, or goal. They may forward an argument, trace a history, or offer multiple interpretations of a text or event. They are rigorous forms of writing, involving all of the elements of a traditional research paper: research and citation, coherence and organization, purpose and aim of discourse, audience awareness, and conventional appropriateness.”

As an end of the year project I wanted to create a multi genre project where my students were at the forefront. Since we just finished reading books and discussing themes of identity, I adapted a project I found online that focuses on our stories and identities. Students were to create multigenre project as a means of reflecting upon middle school and how that has shaped us into who we are today.

Here are the specifics: 

  • A title page with a creative title.
  • An introduction serving as a guide to readers.  This will introduce the event you’re reflecting upon and help us understand why this topic is important to you.  Likewise, it gives you an opportunity to explain how we should read your documents.  This should be ½ to 1 page long.
  • Three (3) separate documents from three (3) different genre categories:
    • The  Narrative Writing Category
    • The Persuasive Writing Category
    • The  Informational Writing Category
    • The Poetry Category
    • Visual Artistic Category

*You can add a fourth category and document for extra credit

  • An artist statement paragraph for each document at the end of your project answering the following questions in complete sentences:
    • What is the message of this document? 
    • Why did you pick this genre for this specific part of the story? 
    • How does this document show the larger theme of your story? 

At the end the year it is inspiring to see students write with gusto about topics related to friends, sports, uncertainty, grades, losing a loved one and procrastinating. One student even said to me that this was the best project they have worked on so far — that is something you do not hear often when it comes to a writing assignments.

As for the different writing examples within the genre categories, students had lots of choices.

As these final projects are turned in, I cannot wait to share some of the highlights.

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