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Jeffrey Parker

on 5 November 2013

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Transcript of MGRP NCTE

How Does this Look Outside the English Classroom?
Advances critical and creative thinking
Offers formal and summative assessment 
Empowers student choice and ownership that focuses on strengths and affinities rather than on weaknesses
Showcases best work
Facilitates differentiated learning, reflection and dialogue
Reduces opportunity for plagiarism
Allows the teacher to move out of the lock-step process of the traditional research paper and be more in tune with individual students and their products
Increases interest, motivation, and functionality in research
Offers a process-based writing approach
More interesting to read -for the student and teacher
Why Would this be Effective with LD Students?
"Students need the opportunity to play with and switch genres. Ask students when did they have the most energy to write? Which genre seemed the easiest for their topic?" - Amy Buckner
“… by teaching sophisticated writing strategies, the students’ overall writing ability will improve…” - Baker, Gersten, & Graham
“The best nonfiction writing emerges from topics the writer knows, cares, and wonders about and wants to pursue.” - Stephanie Harvey
Is it Research Based?
CCSS.ELA-Literacy.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

CCSS.ELA-Literacy.W.9-10.2a: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Does it support the CCSS standards?
Students select topics they’re interested in
Students complete research as usual: note cards, works cited page, MLA format, etc.
Students examine published pieces written in various genres
After completing a “standard” paper, students use the same research to write in a genre (or genres) they choose
What does it look like?
Students are more engaged in the researching and writing process
Students learn, in depth, about their topic
Students are excited about the process
Students have more choice, and therefore more ownership of their writing
Multi-Genre research projects are more interesting to read (and grade!) than “regular” research papers
Final papers are better written
What are the Benefits of
Multi-Genre Research?
“Individually, specific facts are fascinating, but in the format of a terminal paper – I mean term paper – they can lose their spark. They get buried in lists of general information that read more like an encyclopedia than a real juicy report or story. When students really shine - when they have choices - their voices ring out. This can only happen when they feel invested and are using their gifts, not when choking on dry reams of paper” ~ Barry Lane
Is it Research Based?
Multigenre research demands rigorous research and deep knowledge of a topic
For a student's response - even if it is fictitious - to be authentic, it requires understanding and critical evaluation and analysis of source material
“Children’s curiosity and their passion to explore the world are the greatest resources we could ever hope to draw upon in teaching... writing” ~ Lucy Calkins
“…what qualifies as research itself has changed significantly in the last twenty-five years and will continue to change..." - Nancy Mack, 2002
Is it Research Based?
Just like regular research papers, students research one topic in depth over a period of time.
The difference is in the final product.
In addition to a regular research paper, students also write about their topic in other genres: fiction, historical fiction, poetry, oral presentations, webpages, newspaper articles, and more.
What is Multi-Genre Research?
“A multigenre paper arises from research, experience, and imagination. It is not uninterrupted, expository monologue nor a seamless narrative nor a collection of poems. A multi-genre 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. The trick is to make such a paper hang together.
- Tom Romano, Blending Genre, Altering Styles, 2000
Multi-Genre Genesis
NCTE Annual Convention
Session A.29
November 16, 2012
Jeffrey T. Parker
Norman Howard School


Multi-Genre Research
What Research says about the
Needs of LD Students
explicitly teaching the steps in the process of writing quality responses
improving quality through consistent feedback and dialogue
teaching different text structures and their relationships to various genres
Motivation and interest
(Harris and Graham, 2003)
Social Studies:
Creating a children's book based on DBQ
"David Letterman" style top ten list
Job application for historical figure
Create an acrostic for order of operations
Trading card for a particular operation
Trivia game based on rules
Facebook profile for a mineral or element
T-shirt for a famous scientist
Travel brochure for a planet
With Struggling Learners
What's Wrong with the Traditional Research Paper?
The research paper as presented in the majority of high school classes is generic and "... misrepresent[s] academic research itself as little more than summarizing multiple textual sources on the same topic without any critical or creative interpretation." - Nancy Mack, 2002
Full transcript