Writing Without Boundaries Chapter Six

Chapter six was extremely informative concerning how to properly assess the multigenre project. In my own classroom I am an advocate of rubrics and frequently utilize the rubric star site. In elementary school I vividly recall receiving letter grades on assignments. Yet, I never knew how the teacher determined the point value. Therefore, as an instructor I always present a rubric in order to alleviate worries concerning what constitutes "A" work, "B" work, etc. In addition, it has helped me become more efficient at handling the paper load.

Very rarely though do students have the opportunity to defend their project. This is what I personally like about the multigenre paper. The teacher can record strengths and weaknesses, but the child writes a reflection piece. This allows the teacher to see what the student considered the most valuable aspect to the project. Hopefully, the teacher will take any student feedback and restructure the process if needed.

I appreciate how the authors described the eight principles of classroom-based literacy assessment to prove the merit of multigenre writing. Unfortunately, some administrators may not understand how this one assignment encompasses our English Standard Course of Study. It's effects are far reaching. Yet, it looks oddly "out of place" in a classroom where multiple choice questions take precedent. On page 106 the authors state how this project is ongoing, authentic, collaborative, and allows students to move from their strengths. No worksheet can substitute for this type of assessment. I've sat in numerous workshops where the emphasis is on individualizing assignments for students. Not only can the teacher adjust the expectations for each student (pgs. 122-121), but the teacher will have documentation to prove a student has demonstrated proficiency in a content area.

Students create their own voice and combine genres to determine the most effective ways to communicate. However, a teacher must still instruct students in the "proper way" to address the writing test in fourth, seventh, and tenth grade. Without adequate preparation, students are being "set up" to fail. The authors recognize the teacher accountability which is truly ironic according to this chapter. Although documentation proves this approach will help with writing scores, younger writers still need explicit instruction in tested grades. Otherwise, the state will decide the child does not have adequate writing skills.

The multigenre paper has numerous purposes, but using it as a "portfolio assessment" is extremely beneficial. Students have the opportunity to defend what pieces they selected; therefore, the teacher truly gains an insight about the student's thinking. In addition, this feedback will enable the teacher to improve the project for the next endeavor. With proper implementation and careful daily reflection from the teacher, this assignment will reveal multiple facets to each child's way of thinking. This can only lead to higher critical thinking skills which is a necessity for mastery of any subject area. The benefits greatly outweigh any possible disadvantages.