Multigenre Research Project

Middle School Multi-Genre Research and Writing Project
From Content-Area Writing by Harvey Daniels, Steven Zemelman, and Nancy Steineke
Instead of a long research paper, in the multi-genre project, the students create a collection of five,
eight, or even twelve different shorter pieces centered on a single important and well-researched
topic. Rather than write a traditional essay, students create a series of other forms of writing that get
to the heart of the research in the voices of the various characters involved in their researched event
or information. The multi-genre project offers the students an opportunity to combine research,
informational writing, and creativity, all with the feel of authenticity.
Most importantly, content teachers can specify which genres to use to maximize student learning.
What to do:
Students select a topic and complete the traditional research to answer their question or make
the claim
Students select the required number of different genres for their project
Students match their research information to the genre and blend the two
Students put their research into their own words or the words of the characters who are telling
their story
Students document all their information, providing a works cited or bibliography page
Students attribute their information to the proper source using an endnote method of
annotation
The project isnt over when the writing project has been turned in:
Students get into groups and create a drama that incorporates something of each group
members research, finding a common theme or struggle
Students write the script (it can be a readers theatre) and present the drama to the rest of the
class
Finally, students spend time self-assessing their work with questions such as
Are you still happy with your topic choice? Why or why not?
What did you learn about the research process from this project?
What criteria did you use to decide on the genres to include in your paper?
How did you decide on the organization of the pieces to create a cohesive whole?
Did this kind of project help you get a better understanding of your topic than you might have
with a more traditional research paper?
Here is a beginning list of the possible genres in which students might write:
Wills
Letters
Campaign speeches
Birth announcements
Calendars
Dialogues
Newscasts
Questionnaires
Obituaries
Song lyrics
TV commercials
Radio shows
Shopping lists
Speeches
Time lines
News releases
Medical records
Manifestos
Person data
Fact sheets
Surveys
Historical fiction
Telephone conversations
Baseball (or other sports)
cards
Resumes
Family trees
Dedications
Crossword puzzles
Cartoon / comic strips
Menus
Diplomas
Requisitions
Bumper stickers
Magazine articles
Memos
Myths
Parodies
Magazine covers
Notes to or from the teacher
Greeting cards
Class notes
Leases
Contracts
Textbook sections
Parodies
Police reports
Brochures
Diaries
Childrens books
CD liners
Invitations
Biographies
Telegrams
Recipes
Interviews
Fiction
Encyclopedia entries
Epitaphs
Poems
Daily schedules
Advice columns
Email messages
Definitions
Fairy tales
Catalogs
Examples:
Science:
o Memo to Ben and Jerrys employees on the quality of the last batch of ice cream
o Complaint letter from a dissatisfied customer
o Pink slip for fired employee and why he was fired
Georgia History:
o Note from William Bartram who traveled through Georgia
o Kings order for a convict sent to the Georgia penal colony
o Letter describing the charred rubble of an Indian village
I Can
Statements (from standards below)

I can use evidence from the things I read to support my analysis of what the text is saying.
I can use this evidence in my writing to give information to my reader.
I can determine an authors point of view or his perspective on a topic and analyze how the
authors point of view is different from others.
I can analyze the differences between what two or more authors say on the same topic and
understand how their differences are shaped by the evidence they use.
I can discuss and write about these differences.
I can introduce a topic clearly and coherently using a variety of text structures and formats to
give information in multiple ways and from different perspectives.
I can use facts, definitions, examples, among other things to develop a topic.
I can use precise language to impart information about a topic and to show different
perspectives on a topic.
I can maintain a formal or an informal style in my writing, and I know when to differentiate
between them.
I can use a narrative format and narrative techniques such as dialogue, point of view,
sequence, description, and characters to impart important information.
I can conduct research to answer a question.
I can gather relevant information and quote or paraphrase from multiple print and digital
sources without plagiarizing.
Standards (Seventh Grade)

ELAGSE7RI1: Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
ELAGSE7RI6: Determine an authors point of view or purpose in a text and analyze how the author
distinguishes his or her position from that of others.
ELAGSE7RI9: Analyze how two or more authors writing about the same topic shape their
presentations of key information by emphasizing the different evidence or advancing different
interpretations of facts.
ELAGSE7W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts,
and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information,
using strategies such as definition, classification, comparison/contrast, and cause/effect; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information
and examples.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
ELAGSE7W3: Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a
narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,
events, and/or characters.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the
action and convey experiences and events.
ELAGSE7W7: Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions for further research and investigation.
ELAGSE7W8: Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard format for citation.

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Middle School Multi-Genre Research and Writing Project

Statements (from standards below)

Standards (Seventh Grade)

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