Writing Without Boundaries 4-5

Last week I was extremely overwhelmed with the application of the multigenre paper within the classroom. The idea of such an intense study on a topic selected, researched, and presented through various types of media/genres was unique. However, what I could not fathom was how to properly manage this ongoing assignment while meeting each child's needs. I am a visual learner, so the examples provided in chapter four were extremely beneficial. The requirement sheets and due dates that the teacher and the students formed cooperatively were refreshing. This enables the students and the instructor to manage this project efficiently. The students already have ownership in this project. I always thought students (regardless of age) appreciate their "voices" being heard and opinions considered. In addition, the multigenre weekly goal sheet helps the teacher to evaluate progress. Plus, it helps keep the students on task. This is critical when conducting a conference with a student. Both the teacher and the student can re-examine the previous week's successes, failures, and uncertainties. I like how it provides a "springboard" for conversation as well.

Although there is much preparation and scaffolding one must do for this project, students also demonstrate much independence. This is seen while researching, writing during the drafting phase, or taking the initiative to help a fellow student who is in the same "genre group." As a novice to this project, I think its biggest success can be attributed to the conferencing with both the instructor and the child's peers. Through this assignment, the teacher is able to question and learn why the student chose a certain artifact to represent the book, person, time period, etc. In a traditional research paper, the only conferences I was able to conduct occurred after each draft was submitted. Then, it was about the content/grammar and not the selection of sources.

As I read through both chapters, I noticed how the authors emphasize the P-urpose A-udience and C-ontent for each piece a student chooses. I am going to remember this when I attempt to do my project. I feel if children understand this concept, one of the major goals for the unit has been successfully fulfilled. In chapter five, the approach I identified with the most was on page 71. The author said this about multigenre writing, "Where in my curriculum would multigenre fit? And what units of study already exist..." This was like a light bulb went off in my head. What a great cumulative activity! Although I knew better, I was attempting to make this an isolated project with absolutely no connection to the curriculum.

The biography and persuasive speeches are intriguing. I see so many possibilities with students researching various authors, playwrights and poets. This "authentic assessment" enables students to familiarize themselves with the time period. As a result, the genre selection should not pose as a problem due to the extensive prior research. Overall, I like how the authors demonstrated how this could be utilized in history while studying the Revolutionary War. This is definitely writing across the curriculum at its best!