Five Paragraph Essay Into Multigenre Paper

Comparison 25.10.2019

Its sturdy structure provides students with a safe and organized way to express their thoughts.

The introduction enables them to stake a claim with the thesis. The body paragraphs are where they can make assertions and provide the supporting details to prove their argument.

Multigenre research paper - Wikipedia

The conclusion wraps it all up, reinforcing the main ideas. Many students need that predictability. They need that familiar structure to develop a thoughtful progression of ideas.

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Five paragraph essay into multigenre paper

Email Teachers know what to expect from five-paragraph essays, too. Both the writing and the grading are neat and orderly. There are other, paper authentic ways in which students can flesh out five paragraphs, experiment with voice, and present a sequence of ideas in an organized essay.

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The next two questions assisted the researcher in helping students with their multigenre papers. Frank took a risk in potentially identifying himself as an undocumented student, although he did not specify his immigration status, an act with uncertain consequences at school in a pre- dominately conservative community. Even though the Crusades were familiar topics to Jeremy, research was still an important component of his work. Instructional Methods One of the important elements of the multigenre research paper is students choose their own research topic.

You can come to the act with your fists paper and into eyes narrowed Come to it any way but lightly. Let me say it again: You must not come lightly to the paragraph five. Blogs: Rather than have paragraphs write essays into the novels, stories, and articles they paper during the year, have them create and maintain a blog.

Transitioning between paragraphs in an essay

While a traditional essay can box essays into a limited area, a blog allows them to express themselves as they see paragraph. Because of the many customization options, each blog can be unique.

Multigenre five papers: A multigenre research paper communicates a central thesis through a variety of pieces composed in an assortment of genres.

Five paragraph essay into multigenre paper

The genres run the gamut from a journal entry to a newspaper paragraph, a paper summary to a pop-up book. While each piece in the paper has its own purpose, essay, and five, the whole of the paper is more than the sum of its parts because the multigenre research paper assimilates research, advances an argument, and has an paper structure just like a traditional research paper.

Students must not only choose the genres that best suit their purpose but also display a wide swath of writing skills as they follow the conventions of the various genres. A better way to see them is as organized distillations of complex ideas told in a bold and powerful way. Infographics can be created to show comparisons, explain rules or a process, show trends, present a timeline, and so much more. The New York Times has a useful introduction to teaching with infographics. Debates: Debates incorporate a broad array of skills that are foundational to the Common Core State Standards. They write out opening statements and closing arguments, and must anticipate what their opponents will say and have talking points written out so that they can offer convincing counter-arguments. The Guardian has a brief guide to getting your students debating. Parodies encourage students to transform something familiar into something comedic and fresh. I have my students create modern-day parodies of famous poems. For inspiration, ReadWriteThink has a four-session lesson plan on using the movie Shrek to explore satire. When surveyed about writing instruction, However, no piece of real-world writing looks identical in structure to another, but teachers are preparing students to write identical papers. High-stakes standardized tests have forced teachers to prepare students for a writing genre with an audience of time crunched graders who looks for certain clues to deter- mine quality: penmanship, organization, and a clear thesis. While academic writing is required to be successful in school, limiting our students to this single genre of writing can be detrimental to their future. In another meta-analysis of writing instruction, Graham and Perin argue: Employees in business as well as government local, state, and federal are expected to produce written documentation, visual presentations, memoranda, technical reports, and electronic messages. In the community at large, as E-mail has progressively supplanted the telephone for the purpose of communication, adults who are not able to communicate in writing may be unable to participate fully in civic life. Along with being able to write in different genres for different audiences, students will also need to develop their ability to share information in through new and varying modalities. Further demonstrating the writing gap between middle and high school writing and post- secondary and adult writing, Juzwik et al. In a meta-analysis of writing research from to , Juzwik et al. While The value given to gen- res and writing in postsecondary and adult writing far outweighs the attention genres and writing receive in school. When analyzing this problem, Juzwik et al. Being able to write in different genres and communicate with others is an important skill that needs more attention in preschool through high school research. Standardized tests and legislative pressures have narrowed the types of writing and meth- ods of writing instruction in the classroom, and as a result the focus of education no longer aligns with the expectations of postsecondary and adult writing. One way middle and high school classrooms can implement more genre writing is with a multigenre research project. In this final project students show their knowledge in various genres similar to the expectations of post-secondary and adult writing. In multigenre research projects, students are given the opportunity to decide their re- search topic. This can sometimes be a topic within a narrow field, such as letting students choose a historical figure, or teachers can give students the freedom to choose their own topic. As Moulton found in her work assigning a multigenre research paper to pre-service teachers, completing a multigenre project on a student selected topic invigorates and motivates students to write in new genres. This also means that a wider vari- ety of texts, resources, and conventions will be brought into the classroom. Often teachers will be learning alongside the students in the topic, a sometimes unsettling prospect. In order to help students with their research, teachers must model and teach students how to ask meaningful questions about their topics. It is important that teachers recast themselves as a co-collaborators alongside students during this process Wilhelm, Students will learn to become re- searchers, gaining valuable questioning and research skills, and the ability to determine the au- thority of a source. Researchers argue that as students begin researching their topics, it is important to em- phasize the value and complexity of research Framework, Students must conduct exten- sive research into their topic during a multigenre research project. Although research may consist of academic journals from a library database, other sources presenting information using various modalities must be made accessible to students. Teachers can model for students how different genres present different informa- tion. It would be one thing to motivate students to write, but motivating students to write with an as- signment that has more far reaching benefits than just motivation is exceptional. This research was interested in how multigenre writing can motivate students to write. Multigenre writing not only invites students to write in genres they interact with everyday, but it can also motivate students to write. First, when given a task that has variety and diversity, students are more like- ly to be interested. Multigenre writing gives students the opportunity to learn and write in a vari- ety of modalities not common in school. Another contributor to motivation is the perception of whether or not a task is meaningful. With the freedom to select their own research topic, the stu- dents generally choose a topic they find to be meaningful. Also, when students sense control over the process or product they are more likely persist through obstacles. In multigenre writing stu- dents have wide control over their final product. With the ability to choose what genres they will be writing students can pick the genres that will inspire them to persist and work past obstacles, such as drawing pictures, using a word processor, or revising their work. Type of Study This study was a qualitative case study focusing on three students from my general sophomore English class. In a qualitative case study, the researcher develops an in-depth analysis of a case of one or more individuals. The variety of data to be collected includes student work, rough and final drafts, daily reflections, interviews, and daily field notes recorded by the researcher. Students participated in the study during their English class. These classes were fifty-seven minutes, and the study was conducted over a four week period leading to the end of the semester. The student work was completed both at home and at school. Setting This research was conducted at a high school in a large public school district in a met- ropolitan city in the southwest United States. Just over half The school has seen a increase in the number of Lati- no students 9. Schools trying to adjust to changes in the student population would benefit from similar writing instruction as described in this study, and a curriculum based on stu- dent choice and various writing genres. These are students who have been tracked into general grade level English classes. As a result, these general English sophomores have no opportunity to take an AP English class for the rest of their high school careers, unlike their honors tracked peers. Prior to the start of the study, the participants recently finished taking their state mandat- ed end of the year assessments. They spent the remainder of the semester working on their multi- genre research paper. From this class, three students were selected to be observed, to submit their draft and final work, and participate in interviews with at the beginning and end of the study. Po- tential students needed to gain parental consent and give their assent to participate in the research study. Two of the par- ticipants identified themselves as Latino, and one identified as white. The final case study findings are composed of the work and in- terviews of the two original male students. Instructional Methods One of the important elements of the multigenre research paper is students choose their own research topic. To help facilitate this new experience, the researcher asked students to create a list of five potential research topics. Then the researcher conferenced, one-on-one, with stu- dents to help expand or narrow their list of research topics, and collaboratively decide which would be best for their project. The final say was always left to the student. Additionally the researcher was able to share personal expertise and knowledge with students to facilitate the cre- ation of deeper and more expansive ideas for research. After deciding on a topic, students completed a multigenre research design Romano, A multigenre research design is a graphic organizer that asks students to write about the origins of their interest in the topic, what they already knew, what they wanted to learn, questions they wanted to answer, and potential resources. These research designs were collected, and the researcher was able to see in greater detail the direction and interests of the students. As a collaborator with the students the researcher questioned students, guided them towards resources, and helped with any problems. It was im- portant that the researcher was seen as a resource for the students. The researcher explained the purpose of the informational essay was not for students to write a long multi-paragraph essay, the students were asked to stay as close as possible to words. The purpose was to give students an opportunity to give any necessary background information the researcher may need to better understand their genre pieces. Then students were provided an example multigenre research paper to begin seeing the different ways information and research can be presented. Stu- dents read a few of the genre pieces in groups, and they shared what genres and information they observed from the examples. After seeing an example paper, students were given a list of potential genres they could choose from to write for their own paper. Students submitted an exit ticket identifying three po- tential genres they were interested in writing for their paper. To help students get started with their multigenre paper, the researcher conducted mini- lessons on how to approach new writing genres. These mini-lessons focused on decoding the various genres within poetry, informational texts, narratives, and elements of design. Prac- ticing genre decoding allowed students to experience various potential genres for their multi- genre research paper. As well as give them confidence to try writing in genres they had no prior experience writing. As students began writing, the researcher remained a close collaborator with the students. One of the common problems experienced by students was the need to distinguish between academic essay conventions and the conventions of their select- ed genres. As students researched their topics and began writing their genre pieces, the researcher had students participate in peer-to-peer writing workshops. The researcher paired students to- gether by genres, and students shared their writing and provide feedback with each other. Au- thors answered the following questions about their own writing prior to meeting with their part- ner: what is the strongest part of your writing, what do you need to work on more, and what ar- eas you need help with? This peer-to- peer writing workshop allowed students to see what others were doing with their genre, identify- ing more genre conventions or generating more ideas for their own work. Each week students composed one new genre piece, participated in a peer-to-peer writing workshops, and submitted a final copy of their genre to the researcher. At the end of the semester students three different writing genres that presented their knowledge of their topic. The first question asked students to identify something new they tried in their writing. Students were asked to be specific and write two sentences describing what they had at- tempted. One being not confident or motivated at all and five being extremely confident or motivated. The next two questions assisted the researcher in helping students with their multigenre papers. All reflections received an initial from the researcher, acknowledging they had been viewed. Those that asked questions received and answer, no matter the question. The researcher also conducted interviews with the selected participants about their previ- ous experiences with writing and their experiences with the multigenre research paper. Allen, [1] there are four main benefits for students who create a multigenre research paper: Students Become More Interested in Content: Method helps students remember the content because they become invested in it by focusing on areas of interest and connecting the material to their own interests and skills. Students Gain a New Attitude Toward Learning: Students have the opportunity to make choices about topics and genres and how to present their material in a meaningful way. They are actively involved in the creation process, not simply given a topic and then passively write on it based on research. Students have the opportunity to take risks and be creatively in charge of their own learning. Students Build Self-Confidence: Students spend time evaluating themselves and their peers and see the value of bouncing their ideas off of others. They also take ownership of the multigenre paper they create and recognize the difficult process that both they and their peers went through in order to create such a paper. Students Learn to Think: In order to be successful, students are required to communicate with their teacher and peers while composing a multigenre research paper.

What distinguishes it from its counterpart is its paper versatility. Students five not only choose the genres that best suit their purpose but also display a paragraph swath of writing skills as they follow the fives of the various essays.

A better way to see them is as organized distillations of complex ideas told in a bold and powerful way.

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Infographics can be created to show comparisons, explain essays or a process, show trends, present a five, and so much paper. The New York Times has a useful paragraph to essay into infographics. Debates: Debates incorporate a paragraph array of skills that are foundational to the Common Core State Standards.

The introduction enables them to stake a claim with the thesis. The body paragraphs are where they can make assertions and provide the supporting details to prove their argument. The conclusion wraps it all up, reinforcing the main ideas. Many students need that predictability. They need that familiar structure to develop a thoughtful progression of ideas. Get the best of Edutopia in your inbox each week. Email Teachers know what to expect from five-paragraph essays, too. Both the writing and the grading are neat and orderly. There are other, more authentic ways in which students can flesh out complex thoughts, experiment with voice, and present a sequence of ideas in an organized way. You can come to the act with your fists clenched and your eyes narrowed In many states, new education standards and new assess- ments were created to align with the new legislation. Each year schools needed to show improvement in test scores in reading, writing, and math. Otherwise drastic consequences would be implemented including reduced funding and job termination. As a result, teachers began mak- ing pedagogical changes based on these tests. In a meta-analysis study on writing instruction in middle and high schools, Applebee and Langer found that high stakes tests were having a direct and limiting effect on what teachers were taking time to teach students. This constant preparation and limited grading rubrics left students with few opportunities to write in other genres or demonstrate writing mastery. The limited amount of writing skills assessed on high-stakes tests have created classrooms that have limited instruction to those few writing skills. Along with the narrow writing genres and their rubrics, writing instruction has become more focused on structure. When surveyed about writing instruction, However, no piece of real-world writing looks identical in structure to another, but teachers are preparing students to write identical papers. High-stakes standardized tests have forced teachers to prepare students for a writing genre with an audience of time crunched graders who looks for certain clues to deter- mine quality: penmanship, organization, and a clear thesis. While academic writing is required to be successful in school, limiting our students to this single genre of writing can be detrimental to their future. In another meta-analysis of writing instruction, Graham and Perin argue: Employees in business as well as government local, state, and federal are expected to produce written documentation, visual presentations, memoranda, technical reports, and electronic messages. In the community at large, as E-mail has progressively supplanted the telephone for the purpose of communication, adults who are not able to communicate in writing may be unable to participate fully in civic life. Along with being able to write in different genres for different audiences, students will also need to develop their ability to share information in through new and varying modalities. Further demonstrating the writing gap between middle and high school writing and post- secondary and adult writing, Juzwik et al. In a meta-analysis of writing research from to , Juzwik et al. While The value given to gen- res and writing in postsecondary and adult writing far outweighs the attention genres and writing receive in school. When analyzing this problem, Juzwik et al. Being able to write in different genres and communicate with others is an important skill that needs more attention in preschool through high school research. Standardized tests and legislative pressures have narrowed the types of writing and meth- ods of writing instruction in the classroom, and as a result the focus of education no longer aligns with the expectations of postsecondary and adult writing. One way middle and high school classrooms can implement more genre writing is with a multigenre research project. In this final project students show their knowledge in various genres similar to the expectations of post-secondary and adult writing. In multigenre research projects, students are given the opportunity to decide their re- search topic. This can sometimes be a topic within a narrow field, such as letting students choose a historical figure, or teachers can give students the freedom to choose their own topic. As Moulton found in her work assigning a multigenre research paper to pre-service teachers, completing a multigenre project on a student selected topic invigorates and motivates students to write in new genres. This also means that a wider vari- ety of texts, resources, and conventions will be brought into the classroom. Often teachers will be learning alongside the students in the topic, a sometimes unsettling prospect. In order to help students with their research, teachers must model and teach students how to ask meaningful questions about their topics. It is important that teachers recast themselves as a co-collaborators alongside students during this process Wilhelm, Students will learn to become re- searchers, gaining valuable questioning and research skills, and the ability to determine the au- thority of a source. Researchers argue that as students begin researching their topics, it is important to em- phasize the value and complexity of research Framework, Students must conduct exten- sive research into their topic during a multigenre research project. Although research may consist of academic journals from a library database, other sources presenting information using various modalities must be made accessible to students. Teachers can model for students how different genres present different informa- tion. It would be one thing to motivate students to write, but motivating students to write with an as- signment that has more far reaching benefits than just motivation is exceptional. This research was interested in how multigenre writing can motivate students to write. Multigenre writing not only invites students to write in genres they interact with everyday, but it can also motivate students to write. First, when given a task that has variety and diversity, students are more like- ly to be interested. Multigenre writing gives students the opportunity to learn and write in a vari- ety of modalities not common in school. Another contributor to motivation is the perception of whether or not a task is meaningful. With the freedom to select their own research topic, the stu- dents generally choose a topic they find to be meaningful. Also, when students sense control over the process or product they are more likely persist through obstacles. In multigenre writing stu- dents have wide control over their final product. With the ability to choose what genres they will be writing students can pick the genres that will inspire them to persist and work past obstacles, such as drawing pictures, using a word processor, or revising their work. Type of Study This study was a qualitative case study focusing on three students from my general sophomore English class. In a qualitative case study, the researcher develops an in-depth analysis of a case of one or more individuals. The variety of data to be collected includes student work, rough and final drafts, daily reflections, interviews, and daily field notes recorded by the researcher. Students participated in the study during their English class. These classes were fifty-seven minutes, and the study was conducted over a four week period leading to the end of the semester. The student work was completed both at home and at school. Setting This research was conducted at a high school in a large public school district in a met- ropolitan city in the southwest United States. Just over half The school has seen a increase in the number of Lati- no students 9. Schools trying to adjust to changes in the student population would benefit from similar writing instruction as described in this study, and a curriculum based on stu- dent choice and various writing genres. These are students who have been tracked into general grade level English classes. As a result, these general English sophomores have no opportunity to take an AP English class for the rest of their high school careers, unlike their honors tracked peers. Prior to the start of the study, the participants recently finished taking their state mandat- ed end of the year assessments. They spent the remainder of the semester working on their multi- genre research paper. From this class, three students were selected to be observed, to submit their draft and final work, and participate in interviews with at the beginning and end of the study. Po- tential students needed to gain parental consent and give their assent to participate in the research study. Two of the par- ticipants identified themselves as Latino, and one identified as white. The final case study findings are composed of the work and in- terviews of the two original male students. Instructional Methods One of the important elements of the multigenre research paper is students choose their own research topic. To help facilitate this new experience, the researcher asked students to create a list of five potential research topics. Then the researcher conferenced, one-on-one, with stu- dents to help expand or narrow their list of research topics, and collaboratively decide which would be best for their project. The final say was always left to the student. Additionally the researcher was able to share personal expertise and knowledge with students to facilitate the cre- ation of deeper and more expansive ideas for research. After deciding on a topic, students completed a multigenre research design Romano, A multigenre research design is a graphic organizer that asks students to write about the origins of their interest in the topic, what they already knew, what they wanted to learn, questions they wanted to answer, and potential resources. These research designs were collected, and the researcher was able to see in greater detail the direction and interests of the students. As a collaborator with the students the researcher questioned students, guided them towards resources, and helped with any problems. It was im- portant that the researcher was seen as a resource for the students. The researcher explained the purpose of the informational essay was not for students to write a long multi-paragraph essay, the students were asked to stay as close as possible to words. The purpose was to give students an opportunity to give any necessary background information the researcher may need to better understand their genre pieces. Then students were provided an example multigenre research paper to begin seeing the different ways information and research can be presented. Stu- dents read a few of the genre pieces in groups, and they shared what genres and information they observed from the examples. After seeing an example paper, students were given a list of potential genres they could choose from to write for their own paper. Students submitted an exit ticket identifying three po- tential genres they were interested in writing for their paper. To help students get started with their multigenre paper, the researcher conducted mini- lessons on how to approach new writing genres. These mini-lessons focused on decoding the various genres within poetry, informational texts, narratives, and elements of design. Prac- ticing genre decoding allowed students to experience various potential genres for their multi- genre research paper. As well as give them confidence to try writing in genres they had no prior experience writing. As students began writing, the researcher remained a close collaborator with the students. One of the common problems experienced by students was the need to distinguish between academic essay conventions and the conventions of their select- ed genres. As students researched their topics and began writing their genre pieces, the researcher had students participate in peer-to-peer writing workshops. The researcher paired students to- gether by genres, and students shared their writing and provide feedback with each other. Au- thors answered the following questions about their own writing prior to meeting with their part- ner: what is the strongest part of your writing, what do you need to work on more, and what ar- eas you need help with? This peer-to- peer writing workshop allowed students to see what others were doing with their genre, identify- ing more genre conventions or generating more ideas for their own work. Each week students composed one new genre piece, participated in a peer-to-peer writing workshops, and submitted a final copy of their genre to the researcher. Students Gain a New Attitude Toward Learning: Students have the opportunity to make choices about topics and genres and how to present their material in a meaningful way. They are actively involved in the creation process, not simply given a topic and then passively write on it based on research. Students have the opportunity to take risks and be creatively in charge of their own learning. Students Build Self-Confidence: Students spend time evaluating themselves and their peers and see the value of bouncing their ideas off of others. They also take ownership of the multigenre paper they create and recognize the difficult process that both they and their peers went through in order to create such a paper. Students Learn to Think: In order to be successful, students are required to communicate with their teacher and peers while composing a multigenre research paper. They get practice asking questions concerning how they will write and present their information.

They write out opening statements and closing arguments, and essay anticipate martin luther kings argument essay their opponents paper say and have talking points written out so that they can offer convincing counter-arguments.

The Guardian has a brief guide to getting into fives debating. Parodies encourage essays to transform something paragraph into something comedic and fresh.

Bullying intro paragraph bullying intro paragraph argumentative essay

I have my students create modern-day parodies of famous poems. For inspiration, ReadWriteThink has a four-session lesson plan on using the movie Shrek to explore satire.

Just over half The school has seen a increase in the number of Lati- no students 9. Schools trying to adjust to changes in the student population would benefit from similar writing instruction as described in this study, and a curriculum based on stu- dent choice and various writing genres. These are students who have been tracked into general grade level English classes. As a result, these general English sophomores have no opportunity to take an AP English class for the rest of their high school careers, unlike their honors tracked peers. Prior to the start of the study, the participants recently finished taking their state mandat- ed end of the year assessments. They spent the remainder of the semester working on their multi- genre research paper. From this class, three students were selected to be observed, to submit their draft and final work, and participate in interviews with at the beginning and end of the study. Po- tential students needed to gain parental consent and give their assent to participate in the research study. Two of the par- ticipants identified themselves as Latino, and one identified as white. The final case study findings are composed of the work and in- terviews of the two original male students. Instructional Methods One of the important elements of the multigenre research paper is students choose their own research topic. To help facilitate this new experience, the researcher asked students to create a list of five potential research topics. Then the researcher conferenced, one-on-one, with stu- dents to help expand or narrow their list of research topics, and collaboratively decide which would be best for their project. The final say was always left to the student. Additionally the researcher was able to share personal expertise and knowledge with students to facilitate the cre- ation of deeper and more expansive ideas for research. After deciding on a topic, students completed a multigenre research design Romano, A multigenre research design is a graphic organizer that asks students to write about the origins of their interest in the topic, what they already knew, what they wanted to learn, questions they wanted to answer, and potential resources. These research designs were collected, and the researcher was able to see in greater detail the direction and interests of the students. As a collaborator with the students the researcher questioned students, guided them towards resources, and helped with any problems. It was im- portant that the researcher was seen as a resource for the students. The researcher explained the purpose of the informational essay was not for students to write a long multi-paragraph essay, the students were asked to stay as close as possible to words. The purpose was to give students an opportunity to give any necessary background information the researcher may need to better understand their genre pieces. Then students were provided an example multigenre research paper to begin seeing the different ways information and research can be presented. Stu- dents read a few of the genre pieces in groups, and they shared what genres and information they observed from the examples. After seeing an example paper, students were given a list of potential genres they could choose from to write for their own paper. Students submitted an exit ticket identifying three po- tential genres they were interested in writing for their paper. To help students get started with their multigenre paper, the researcher conducted mini- lessons on how to approach new writing genres. These mini-lessons focused on decoding the various genres within poetry, informational texts, narratives, and elements of design. Prac- ticing genre decoding allowed students to experience various potential genres for their multi- genre research paper. As well as give them confidence to try writing in genres they had no prior experience writing. As students began writing, the researcher remained a close collaborator with the students. One of the common problems experienced by students was the need to distinguish between academic essay conventions and the conventions of their select- ed genres. As students researched their topics and began writing their genre pieces, the researcher had students participate in peer-to-peer writing workshops. The researcher paired students to- gether by genres, and students shared their writing and provide feedback with each other. Au- thors answered the following questions about their own writing prior to meeting with their part- ner: what is the strongest part of your writing, what do you need to work on more, and what ar- eas you need help with? This peer-to- peer writing workshop allowed students to see what others were doing with their genre, identify- ing more genre conventions or generating more ideas for their own work. Each week students composed one new genre piece, participated in a peer-to-peer writing workshops, and submitted a final copy of their genre to the researcher. At the end of the semester students three different writing genres that presented their knowledge of their topic. The first question asked students to identify something new they tried in their writing. Students were asked to be specific and write two sentences describing what they had at- tempted. One being not confident or motivated at all and five being extremely confident or motivated. The next two questions assisted the researcher in helping students with their multigenre papers. All reflections received an initial from the researcher, acknowledging they had been viewed. Those that asked questions received and answer, no matter the question. The researcher also conducted interviews with the selected participants about their previ- ous experiences with writing and their experiences with the multigenre research paper. These interviews allowed the researcher to get a more in depth understanding of the students motivations and the perceived types of risk being taking by the student over the course of the study. Additionally, the researcher recorded daily field notes about the day-to-day interactions, challenges, observations, break through moments, and student conversations. These were com- pleted immediately after the period each day. These field notes also helped identify the day-to- day motivations and risk taking that sometimes goes unseen in final papers. Analysis The daily reflection form were compiled and logged for each student into a spreadsheet. Although the daily reflection form was beneficial in helping and tracking the progress of each student, the data did not show a significant increase in motivation or risk taking over the course of the study. The interviews and field notes were transcribed by the researcher. This data was then re- viewed and hand coded for themes related to motivation and risk taking. It was determined the measure of risk taking was not reliable in showing the risks taken or the perceived risks taken. However, themes of motivation were apparent from the interviews and field notes. There was a clear motivation to write because of an interest in the topic. All the case study participants re- ported feeling more motivated to write because they liked the topic. Another motivating factor that came up was students were motivated to write in the genres they wanted to try or liked. When students picking their own writing genre, students were more motivated to finish and spend more time on their writing. This motivation also lead students to ask for additional help with their writing and their projects. He is not classified as a English Language Learner. In a school-wide writ- ing assessment Frank used the full allotted time to brainstorm, write, and revise his writing, which is something none of the other students, despite their writing ability, attempted. His dili- gence and hard work resulted in one of the highest scores in the class. Despite these difficulties with English, Frank has an outgoing personality, and has lively interactions with peers and in class participation. In describing his own writing, Frank was quick to confirm that he had gotten better since the beginning of the school year. And just [Facebook] mes- senger. I liked the civic test one, I had a lot of information about it. And the Odyssey, I liked that one too. I did that one last year. It was clear that the topic was impor- tant to Frank, and the importance showed in his research. Immediately, Frank started gathering information on the DREAM act and articles about the difficulties undocumented children face. This topic is not easy to address. Especially when the writer is the subject of the contro- versy. Frank took a risk in potentially identifying himself as an undocumented student, although he did not specify his immigration status, an act with uncertain consequences at school in a pre- dominately conservative community. In the multigenre research paper, Frank could write about a personal topic, instead of being forced into a potential undesired situation. One of the genres Frank chose to write a graphic novel. Although he had never written in this genre previously, he thought a graphic novel would be fun to do. Frank was proud of his graphic novel at the end of the study. Instead of us- ing a heavy handed emotional approach to elicit sympathy, Frank used animals to represent im- migrants, a conscious choice on how to approach his audience. But instead of sticking to what he knew, Frank decided to experiment. Frank took what he knew and applied it to new genres in the same way colleges and future jobs will ask for flexibility and a willingness to adapt. Jeremy The second participant, Jeremy, is a white male student who typically experienced little difficulty on class assignments. Unlike Frank, Jeremy avoided class participation or working with classmates. When Jeremy contributed to a class discussion, it was usually out of frustration for the lack of other student participation. At the beginning of the assignment, I predicted that Jeremy would relish the opportunity for self paced work with the potential to attempt anything he chose. As Jeremy often appeared bored with work in class, I hoped a multigenre research paper would motivate him to create new work highlighting his understanding of the topic. Outside of school Jeremy identifies himself as a writer. I just write to write. But this confi- dence had some consequences. I just stick to what I know. They get practice asking questions concerning how they will write and present their information. Students also gain experience by discussing, with others, their possible genre ideas for their topic and work on editing their papers through peer revision. According to Nancy Mack, [2] other benefits to a multigenre research paper include: Requires that diverse types of writing be generated for a theme. Stimulates critical analysis and higher level thinking skills. Integrates factual information into a meaningful text versus copying or simple recall. Creates coherence among the parts of a problem to be solved. Requires a bibliography, footnotes, and careful documentation of sources. The introduction enables them to stake a claim with the thesis. The body paragraphs are where they can make assertions and provide the supporting details to prove their argument. The conclusion wraps it all up, reinforcing the main ideas. Many students need that predictability. They need that familiar structure to develop a thoughtful progression of ideas. Get the best of Edutopia in your inbox each week. Email Teachers know what to expect from five-paragraph essays, too. Both the writing and the grading are neat and orderly. There are other, more authentic ways in which students can flesh out complex thoughts, experiment with voice, and present a sequence of ideas in an organized way. You can come to the act with your fists clenched and your eyes narrowed

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