multigenre research projects using newspaper genres

8/11/2019 Multigenre Research Projects Using Newspaper Genres

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M ULTIGENRE R ESEARCH

ProjectsUSING NEWSPAPER GENRES


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Written by Dr. Darla Shaw

Edited, Designed and Published by the

Newspaper in Education Institute7009 Varnum Street

Landover Hills, MD 20784

Copyright 2007.

All Rights Reserved.

This guide may be copied and distributed for classroom useby teachers of NIE Institute NIE program subscribers.


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Introduction: Newspaper Formats, the Basis for the 4New Multigenre Research Projects

Comparing and Contrasting Traditional Research and 5Multigenre Research Report Methods

Goals of This Guide 6

Creating a Multigenre Editorial 7 Creating a Multigenre Feature Article 8

Creating a Multigenre Comic Strip 9

Creating a Multigenre Classied Advertisement 10

Creating A Multigenre Hard News Article 11

Creating a Multigenre Advice Column 12

Creating a Multigenre Editorial Cartoon 13

Creating a Multigenre Horoscope 14

Creating A Multigenre Obituary 15

Creating a Multigenre Photograph with a Cutline. 16

Creating a Multigenre Sports Article 17

Creating a Multigenre Movie, Musical or Book Review 18

Creating a Multigenre Letter to the Editor 19 Creating a Multigenre Summary of Articles 20

Creating a Multigenre Series of Headlines 21 Creating a Multigenre Info-Graphic 22

Creating a Multigenre Weather Forecast Page 23

Creating a Multigenre Display Ad 24

Creating a Multigenre Food Section Article 25

Additional Multigenre Products Found in the Newspaper 26

Tom Romano, Teaching Multigenre Writing Audio / Multigenre Books 27

TABLE OF CONTENTS PAGE


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The research paper has been a cornerstone of American education for well over 100 years. Students were taughtto select a topic and nd documented information on that topic. Usually students were taught to use index cardsto collect and organize the information before writing an extensive essay. This essay was then revised and editedand students were given a nal grade on the project.

With the great changes in society, research is still essential, but not necessarily in the traditional format ex- pressed above. Few people today will need to write their research in a formal essay with footnotes and an exten-sive bibliography. Instead people today are being asked to publish their research in a manner that other peoplecan easily digest. Readers want graphic application formats that speak to the type of information that needs to

be communicated. Readers usually do not have the time to read extensive research papers unless it is part oftheir job description.

Tom Romano, writing in his 2000 book Blending Genre, Altering Style, suggested alternative ways of sharingresearch material. The majority of research application formats came directly from the newspaper. This was nosurprise as people regularly rely on these formats to present information in a reader friendly manner.

Dr. Romanos new approach to research formats did not dumb down the research process. In fact, it enhancedthe research process by focusing on an essential question, using a greater variety of research materials, and

bringing application, instead of only essay writing, to the process. Of course, essay writing is still imbedded inmost of the multigenre products that are used for application-based research. Even though the multigenre research paper is gaining in acceptance and popularity each year, we do not want tominimize the importance of the traditional research paper. There is a denite place for both in our curriculum.In some schools a formal research paper is done one year and a multigenre research paper the alternate year. Insome schools, students do mini multigenre research papers throughout the year. In other schools students areshown both types of formats and are then empowered to make a choice.

When given a choice, most students will opt for a multigenre paper because they feel that it is less difcult.What these students dont realize is that more critical thinking is involved in this process than the traditional

paper. With multigenre research, students must come up with an application format that they themselves createfor use with their information. Students must also make extensive use of technology and have a solid knowledge

base in different writing formats.

Multigenre writing has become one of the most productive approaches teachers can use to help students writecreative, informational research reports. This guide will help teachers succeed in that effort.

A multigenre paper arises from research, experience, and imagination. It is not an uninterrupted, expository monolog nor a seamless narrative nor acollection of poems. A multigenre paper is composed of many genres and subgenres, each piece self-contained, making a point of its own, yet con-nected by theme or topic and sometimes by language, images, and content. In addition to many genres, a multigenre paper may also contain manyvoices, not just the authors. The trick is to make such a paper hang together. (Romano, Blending Genre, Altering Style i-x

NEWSPAPER FORMATS ,THE BASIS FOR THE NEW MULTIGENRE RESEARCH PROJECTS


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THE GOAL OF THIS GUIDE

The goal of this guide is to teach students how to write and produce themany genres used in the newspaper. Then individual students or studentgroups will produce an entire newspaper as a Multigenre Research Proj-

ect on a curriculum topic being studied in class.

For example, if a student or the class were producing a multigenre newspaperfor Harper Lees To Kill a Mocking Bird, the newspaper published mightinclude these genres (not limited to these):

Hard news articles on the trial

Display ads for fashions and/or products from that time period

Obituaries for those that die in the story

Letters to the editor regarding the trial

A feature article on the lawyers in the trial

An editorial cartoon depicting either side of the trial

Classied ads for purchase of items that would be soldduring that time period

Photo, illustration, chart, or other graphic display of eventsor people in the story.

An advice column asking a question(s) dealing with thetrial or coping with it.

Additional components could be added. Students could use desktop publishingskills to design the report in actual newspaper format with columns and im-ages just like the front page of the newspaper. The written content could also

be produced as a Multigenre web page or website.

Standards addressed in this guide include: Students will read and respondto individual, literal, critical and evaluative ways to literary, informational and

persuasive texts. Students will produce written oral and visual texts to express,develop, and substantiate ideas and experiences. Students will apply the con-ventions of Standard English in oral and written communications.


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CURRICULUM LINKS: In every area of the curriculum there are issues that can be debated. Readers may have to look at variouscharacters in a story and see if they made the correct decision or not. Social and regular scientists have issuesthat need to be examined from various viewpoints. Political candidates and policies need to be rejected or ac-cepted. Lifestyles need to be examined for the good and the bad. Ethical concerns are other topics to explore

in editorials.

NEWSPAPER CONNECTION:Using the rubric, examine editorials in todays newspaper. Which elements of the rubric were used in theeditorials? Which editorial stood out as the most persuasive? Why? Whats the main idea or purpose of theeditorial and does it convey it effectively. Whats your opinion of or about the editorial and the positiontaken? Now write an editorial on a topic of your choice. This will provide experience for using this format as

part of a multigenre research report.

CREATING A MULTIGENRE EDITORIAL

The editorial is a pieceof persuasive writingthat looks at a particularissue from usually onlyone point of view. The

purpose of the editorial isto convince the reader toconsider or even supporta particular point of view.Persuasive writing isusually a higher level ofwriting than that found ina narrative or expository

piece.

OVERVIEW: CHARACTERISTICS /R UBRIC BASE:

A specic issue is examined fromone point of view

The point of view should be clearlyfound in the writing

Much evidence must be found in theeditorial to support the point of view

Evidence may be in the form ofquotes, statistics, anecdotes, exam-

ples, events and eyewitness reports

The evidence must build in such away that the reader is convinced to thinkin a certain manner.

The other side of the issue may be exam-ined, but only to support the statedviewpoint.

Use of persuasive language is important toutilize in the writing.

The author should attempt to make the reader feel personally involvedand have something at stake with the issue.


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NEWSPAPER CONNECTION:Using the rubric, examine feature stories in todaysnewspaper (usually found in sections like features,style, life, sometimes sports). Which elements ofthe rubric were used in the feature stories? Whichstory did you enjoy or feel entertained by? Why?

Now write a feature story on a topic of your choice.Another approach that can be taken is to read newsstories and then write a feature story about someone

in one of the stories. For example, after reading astory about refugees from a war or natural disaster,write a human-interest feature story about one ofthe people or a family involved. Include what youthink they and/or their family are experiencing andhow they are dealing with the situation. This will

provide experience for using this format as part of amultigenre research report.

CREATING A MULTIGENRE FEATURE ARTICLE

A newspaper feature arti-cle takes a human-interest

based story and brings itto life for the reader. Thearticle does not have toinclude breaking news

but should maintain thereaders interest throughnew insights and infor-mation. A feature articleis a carefully crafted

piece of writing and re-quires much revision andediting.

OVERVIEW CHARACTERISTICS /R UBRIC BASE

Human-interest angle basedon a particular theme

Beginning that grabs the readers attention

Clever headline

Examples, anecdotes and evidence to supporttheme of story

Use of descriptive language for visualization

Heavy usage of quotations

Possible use of questions, along with the answers(should never be only questions and answers)

Carefully crafty piece with easy ow from onetopic to another

Emphasis on new or different information orinsights

Use of photo(s) with caption(s)

CURRICULUM LINKS:A feature article can link to any subject area.The article can focus on the following:

A character in a story and a related story event

A geographic location and its impact on others

A procedure and how it developed

A scientic event and its effect

A political event and its implications for change

A cultural happening and its signicance

A personality review

Mathematical prospective on a particular event

OF PRODUCT:


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CURRICULUM LINKS:There is no subject area where you would be unable to use comic relief. To get a point across regarding anissue, a plot line, a procedure, a happening, or whatever, comics can be used to make a strong point in asimple way. The characters in the comic can come from the newspaper, the text, real life, television and/ormovies. The words and actions of these characters are then manipulated through visualizations and blurbs tomake strong statements.

NEWSPAPER CONNECTION:Using the rubric, examine comic strips in todays newspaper (use the index to nd them). Which elements ofthe rubric were used in the comic strips? Which comic did you enjoy or feel entertained by? Why? Now de-sign and write your own comic strip on a topic of your choice. Students may work in pairs with one student

being the illustrator while the other student writes text.

CREATING A MULTIGENRE COMIC STRIP

A comic strip takes theessence of a particularsubject and makes uslaugh at the matter.Through a series of il-lustrations and blurbs, thereader should be able tond humor, or gain a newinsight from the particu-lar situation. What an es-say does through words, acomic strip does throughvisuals.

OVERVIEW:CHARACTERISTICS /R UBRIC BASE

An incident, an issue, and event that is fairly universal.

Provide a series of four, ve or six illustrations that takes the reader fromthe beginning of the happening through to a conclusion.

Illustrations should include the setting, one or more characters, and somesort of problem, conict, or fairly commonplace situation.

Characters in the comic should reveal their feeling through their facialexpressions, body language, and word blurbs.

To make the reader laugh the comic strip should have exaggerations, theunexpected, a play on words, common elements that most people wouldknow, and/or shock value.

Mental as well as physical activities can be the focus of the comic strip.

The comic should make the reader laugh, think more deeply about, orquestion what they have just seen and learned in the comic strip.


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NEWSPAPER CONNECTION:Using the rubric, examine classied ads in todays newspaper (use the index to nd them). Which elementsof the rubric were used in the ads? Which ads did you think made the job, product or service being soldsound interesting? Why? Which ads did you think were not effective? Why? Now write a classied ad for a

job, product or service you are interested in.

CREATING A MULTIGENRE CLASSIFIED ADVERTISEMENT

Classied ads are impor-tant to the public in thatthey announce items forsale, jobs that are avail-able or wanted, availableservices, and anythingelse that someone might

be looking to acquire.Since there are usuallyno visuals, the readermust be attracted througha strong use of words.These ads are short andto the point because thelonger the message thegreater the cost.

OVERVIEW: CHARACTERISTICS /R UBRICS BASE: Brief request for job opportunities or jobs

wanted, services being offered, and/oritems to be purchased or sold.

Use of a fewwell-chosen words

Description of job, product or service

Qualications or requirements that link tothe job, service, or item

Cost factor (may be optional)

Contact information

CURRICULUM LINKS:Any area of the curriculum can make use of a classied advertisement format. Students just need to thinkabout the content and jobs, services and items that might need to be purchased or acquired. The studentswould then link these characters/personalities with an item and write an allied classied ad. It does notmatter whether or not the characters are ctional or non-ctional. For example, in the story Strega Nona by Tomi DePaolo, Big Anthony is punished by Strega and madeto eat an endless supply of pasta. In this case Big Anthony might write a classied ad asking for people tocome and help him feast on the pasta. On the other hand, if the class were studying explorers they mightwant to develop an advertisement looking for crewmembers that would accompany them on a particular

voyage.


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CURRICULUM LINKS:Hard news articles link to all content areas. In every area of the curriculum, new events are taking place andneed to be recorded. Textbooks do not have the exibility to keep the reader up to date, but the reader canaccess the newspaper, the Internet, periodicals and other sources to nd information for a hard news article.The reader can also easily nd models of hard news articles from which to base his/her own writing in anynewspaper.

NEWSPAPER CONNECTION:Using the rubric, examine the hard news articles on the front cover of todays newspaper. Which elements ofthe rubric were used in each article? As a class discuss the stories and decide which one you think is the bestnews story. Now write a hard news story about a topic or event happening at your school or in your commu-nity. Also try writing a hard news story book report on a book you have just read or a news story on a videoor TV show you have watched. This will provide experience for using this format as part of a multigenreresearch report.

CREATING A MULTIGENRE HARD NEWS ARTICLE

The hard news articleis the mainstay of thenewspaper. It usually in-volves timely or breakingnews that is written in anexpository manner. In thehard news article you canusually nd the 5 Ws andan H, described below,quite easily. Hard news

articles should not reectopinions of the journalist

OVERVIEW:

CHARACTERISTICS /RUBRICS BASE: An expository writing that provides the reader with breaking or timely

news on content material.

The location of the 5 Ws and an H (who, what, why, where, when and how)in the rst few statements ofthe writing.

Use of one of the following patterns of writing: topical, descriptive, chrono-logical, problem and solution, cause and effect, or comparison and contrast.

Good transitions that keep the reading uent for the reader.

Supportive information including examples, statistics, quotes, anecdotes,eyewitness accounts, etc.

Location of less important information found at the end of the article be-cause article may need to be cut by the editor due to space limitations and because many readers wont read that far.

OF PRODUCT:

Use of a photograph or graphic to enhance thematerial found in the hard news article.

Clever headline that provides insight into the topicand helps gain the readers interest.

Lack of opinions or point of view in regard to the

subject matter


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NEWSPAPER CONNECTION:Using the rubric, examine horoscopes in todays newspaper (use the index to nd them). Which elements ofthe rubric were used in the horoscopes? What made them interesting, entertaining or make you take notice?Using the example in the curriculum link above, write a horoscope about someone in history or a person thatis making an impact on the world today.

CREATING A MULTIGENRE HOROSCOPE

A horoscope, whether ina newspaper or anothersource, is a forecast of a

persons future based onthe position of the planetsat a given moment. Theforecast helps the personframe his/her day, or lon-ger time period, based onthe good and bad of theastrological signs.

OVERVIEW:

CHARACTERISTICS /R UBRIC BASE:

Knowledge of the persons birthday so that an astro-logical sign can be assigned.

Knowledge of the date of the aligned event so thatthe horoscope can match with what happened on a

particular day.

Possible scenario of days events in general.

Three to ve lines of terse comments about asituation and the possible fate.

Possible inclusion of the position of the planets at the time(not accurate, only format writing).

Broad based comments that may be interpreted in morethan one way.

Elements of what to beware of on that particular day.

Elements of opportunities to take advantage of on that day.

Careful word choice with limited use of highly descriptive words.

Guidelines for making decisions.

OF PRODUCT:

CURRICULUM LINK:Horoscopes writing can best link to English and the language arts and characters in ction and/or non-ctionstories. It can also link to historical and scientic events and the people most associated with these events.For example, instead of writing in an expository manner about Abraham Lincolns assassination on April 14,1865, you might show your knowledge about the subject through developing the following horoscope forApril 14, 1865.

AQUARIUS: JAN. 20 FEB. 19. A BRAHAM LINCOLN WAS BORN ON FEB. 12.With Virgo rising and the Moon in Aquarius, you will nd your power and inuence growiwng. You have

been through very troubled times, have borne great burdens, but now seem more in control of your leader-

ship qualities. Rejoice in your good fortune but beware of those who do not want you to succeed. Stay awarefrom public areas, especially in the evening hours.


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CURRICULUM LINKS: Not every area of the curriculum is going to be a good t with the obituary format because the death or thedemise of an event or process does not always take place. Developing original obits for ctional or non-ctional characters in English and language arts is usually very successful. Developing obits for historical,humanitarian, artistic, mathematical, and scientic people also works very well. For those with the ability tothink critically, obits can also be applied to events, processes, happenings, or products that are no longerin existence. For example, you could have an obituary for the Brazilian Rain Forest as a persuasive writing

piece. Of course, the above-mentioned categories would have to be changed somewhat, but the nal resultswould be similar.

NEWSPAPER CONNECTION:Using the rubric, examine obituaries in todays newspaper (use the index to nd them). Which elements ofthe rubric were used in the obits? Now write an obituary related to one of the topics in the curriculum linksabove.

CREATING A MULTIGENRE OBITUARY

An obituary is a noticeof a death, usually witha brief biography of thedeceased. The biographyusually follows a specic

pattern that brings togeth-er key elements in the lifeof a person. Newspapersoften write obituaries onimportant or noteworthy

people. Space for obitu-ary notices can also be

purchased in the newspaper (the longer the writtenobituary, the more costly,so they are usually shortand concisely written).

OVERVIEW:CHARACTERISTICS /R UBRICS BASE:

Begins with full name of person, age at death,

date of death and where the person passedaway. In some cases, the cause of death isnoted as well.

Includes whether person is married or not. Ifmarried, name of spouse and years marriedare included. Surviving children, grandchil-dren, sisters and brothers, parents, grand-

parents or other relations are listed.

Includes educational background and awards and high-lights career elds and career accomplishments.

Includes lists of publications or work related citations.

Includes churches and organizations to which the person belonged.

May include what the person is most remembered for by others, as wellas special interests, not included in other areas.

Information on funeral services and donations to a group(s) on behalf of

the deceased.

If possible, include a fairly recent photo of the person

OF PRODUCT:

D o e , J o h n P a u l Ag e 8 9 , o f 10 0 0 Any w he r e S t r e e t , W a s hi ng t o n, D C ., d i e d J u ne 2 0 , 0 0 0 0 i n a l o c a l ho s p i t a l . H e i s s u r - v i v e d b y hi s w i f e J a ne M a r i e , t w o s o ns , J o hn P a u l J r ., o f R i c hmo nd , V A., a nd P a u l J a me s o f A

nna p o l i s , M D ., o n

e d a u g ht e r , S u s a n M a r i e o f T a m p a , F L A., a nd 4 g r a nd c hi l - d r e n. V i s i t a t i o n w i l l b e o n M o nd a y , J u ne 2 3, f r o m 7 :0 0 p m - 9 :0 0 p m, At T he F u ne r a l H o me i n W a s hi ng - t o n, D C ., 4 0 0 M a s s a c hu s e t t s Av - e nu e . F u ne r a l s e r v i c e s w i l l b e he l d a t M e t ho d i s t C hu r c h, 30 0 N e w Y o r k Av e nu e , W a s hi ng t o n, D C ., a t 2 :0 0 p m o n J u ne 2 4 , 0 0 0 0 . M e mo - r i a l c o nt r i b u t i o ns ma y b e ma d e t o H o s p i c e C e nt e r , 2 0 3 F o r d Av e nu e , Any w he r e U .S .A.


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CURRICULUM LINK:Every area of the curriculum can benet from comprehension through pho-tography. Some student see with words, some students see through music andsome see with visualizations and photographs. With non-costly instamaticcamera and digital cameras, students can be given the opportunity to capturethe appropriate photograph to enhance their research report. The photographmay accompany a feature or hard news story and include a cutline. The photo-

graph may stand alone with a headline.

CREATING A MULTIGENRE PHOTOGRAPH WITH A CUTLINE

Photographs are exten-sively used in the news-

paper in order to attractreaders. The photographsmay stand alone withno text other than thecutline under the photo,or they may be linked toan article to enhance the

printed content.

OVERVIEW:

CHARACTERISTIC /RUBRIC BASE:Text related photo should: Bring a visual element to a particular article

Focus on action and emotion relevant to the article

Be up close and personal, not taken from a distance

Be clear and focused

Make you feel as if you were there

Catch your eye and make you want to read the article

Include several details, but in a subtle way

Focus on a few people or objects rather than on everything.

The cutline: Should identify name of people in the picture, the reason for their actions

or emotions, and what we are witnessing in the photo.

May include a time frame

Photos alone: Must make a strong statement to the viewer

Should evoke some sort of emotion in the viewer

Are usually taken with a particular point of view in mind May have a cutline or a clever headline.

OF P

RODUCT:

NEWSPAPER CONNECTION:Using the rubric, examine photographs in todays newspaper. Which elements of the rubric were used in the

photos? Which photo tells a story on its own or enhances the understanding of a story? Where they movingor thought provoking? In pairs, nd photos throughout the newspaper. Remove the cutlines and ask the otherstudent to write a new cutline based on what they see in the photo. How does the new cutline compare withthe original? For homework take a few pictures of your own or use ones already taken and write a cutlineexplaining the photo.


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CURRICULUM LINKS:In English, language arts, the humanities, history and, of course, athletics, sports articles can become a major multi-genre format. These articles mix hard news with characteristics of a feature article and lure the reader through vivid

photos, a colorful headline and need to know information about a particular sporting event. The book, Stone Fox ,focuses on a dog sled race across the frozen north. For the reader to show comprehension of this story, he/she couldtake the events from the last few chapters in this book and turn them into a sports article. All the information for this

article would be found within the context of the ctional story. The same can be done for Harry Potter and the gameof Quiddich.

NEWSPAPER CONNECTION:Using the rubric, examine sports stories in todays newspaper. Which elements of the rubric were used in the sportsstories? Which story did you enjoy, nd interesting, or feel entertained by? Why? Which headlines used variousgures of speech, puns or plays on words? Now write a sports story with a headline about a sports event you have at-tended, participated in, or takes place at your school. Then try writing a sports story based on a short story, book, or actional event.

CREATING A MULTIGENRE SPORTS ARTICLE

The newspaper sportsarticle takes a timelyathletic event and reviewswhat happened for thereader. The article shouldinclude detailed infor-mation on the event andattempt to be as objectiveas possible. An accom-

panying photo can bringgreater depth and excite-ment to the article.

OVERVIEW:

CHARACTERISTICS /R UBRIC BASE: An analysis of what happened in the sporting event and why.

Focus on various athletes, their backgrounds, their achievements, their personali-ties, and their potential.

After giving the nal results, a review of the event in a chronological manner.

Insights into various plays and how the outcome might have been different.

Background discussion on the team and/or player and the event and its current placement in the rankings.

Review of past event and statistics and talk about predictable trends and outcomes.

Highly descriptive and technical sporting words to bring excitement to the reading.

Quotes from players, spectators, coaches, managers, etc.

A strong photo from the event with an equally dynamic cutline.

A clever headline for the article; sports headlines often include gures of speech, puns, or a play on words.

Inclusion of graphics and statistics for players and teams.

Inclusion of information on the teams trades, injuries, and other problems.

Use of many synonyms for the words lost and won.

Can be used with an athletic or game based event in history, literature, or currentevents turned into a sports article by focusing on the 5 W s and an H.

OF P

RODUCT:


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CURRICULUM LINKS:Any area of the curriculum has related movies and ctional or non-ctional books that can be reviewed. Mu-sic is directly related to any of the arts, to the humanities and to history. For state and national tests, studentsare tested on their persuasive writing skills and this format helps to prepare them to write persuasively.

NEWSPAPER CONNECTION:Using the rubric, examine book, movie, CD or musical group reviews in todays newspaper (use the indexto nd them). Which elements of the rubric were used in the reviews? Which review did you nd the mostinteresting and informative? Using the examples you found and the rubric, write a review of a movie, book,musical group or CD.

CREATING A MULTIGENRE MOVIE , MUSICAL OR BOOK REVIEW

Reviews of any type,whether they focus onmusical performances,

plays, a book or movie,should provide the readerwith insight into the qual-ity of the product. Almostevery aspect of the prod-uct should be examinedcritically with statements

backed with strong evi-dence and support.

OVERVIEW:

CHARACTERISTICS /R UBRICS BASE:

For a movie or play: Overall impact of the movie

Evaluation of script and plot development Portrayal of various characters and how well they are enacted

Use of sets, music, props, special effects, editing, etc.

Comparison to other movies, especially if a prequel or sequel

General enjoyment level of the movie

Connection to book, if movie appeared in book form rst

Recommended or not recommended for viewing, and on what basis

OF P

RODUCTS:

For a book: Characteristics would be much the same as for a movie except

for special effects, music, costuming, visual settings, and props. Use of descriptive words for visualization

Believability of characters and their use of dialogue,character development

Interesting and/or probing subject matter or theme

Authors craft or style

Flow of the material to keep you reading

For a CD or musical group: Impact the music has on the listener

Development of the composition and the various elements involved Use of instruments and special effects

Voice and/or tone quality

Uniqueness of style


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CURRICULUM LINK:Letters to the Editor are a perfect t for every area of the curriculum. Issues of every type need to exploredand discussed before the public. We do not need to just hear from politicians but from people of all ages and

backgrounds. Letters to the Editor are a format used in multigenre reporting, but they are also a real worldexperience. Encourage the students to actually send their letters to the editor as well as include them in their

multigenre report. Nothing is more exciting to a student than to actually see his/her own words in print in thenewspaper.

NEWSPAPER CONNECTION:Using the rubric, examine Letters to the Editor in todays newspaper (use the index to nd them). Which ele-ments of the rubric were used? Which Letter to the Editor was most persuasive? Why? Now write a Letter tothe Editor on a topic that you feel is important and needs to be addressed. Find the mailing address for yourlocal newspaper and mail it to the Editor for consideration to be published.

CREATING A MULTIGENRE LETTER TO THE EDITOR

A Letter to the Editor isone of the few ways inwhich a citizen is ableto express his/her viewsabout a topic before alarge audience of people.This regularly usednewspaper format helpsthe public to see differentsides of an issue. It helpsthem to take their owncritical stance or positionon a topic of concern.

OVERVIEW:CHARACTERISTICS /RUBRICS BASE:

An issue that youare concerned aboutand have backgroundinformation on

Statement of your position within thetext of the letter

Multiple means of supporting your position; through anecdotes, examples,

quotes, statistics, other Letters to the Editor or other editorials, etc.

Statement of your previous background in regard to knowledge of the topic

Use of persuasive words to bring the reader to your particular way of thinking

Examination of the other side of the issue, but in your favor

Examples of what might happen if the issue is not solved in a practical manner

A plan of action for readers to follow

Proper letter format, with signature, address and phone number


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CURRICULUM LINKS:Summaries of Articles or Events can be used throughout the curriculum. Students have briey summarizedchapters in textbooks. Now they are writing on key elements of an event and summarizing them to demon-strate comprehension much as they did with the textbook summaries. The model for this writing would be

the summaries in the newspaper. Summary writing is also utilized in national and state writing tests. Themore practice that a student gets in this format, the better prepared he/she will be for a lifetime of writing, aswell as testing.

NEWSPAPER CONNECTION:Read several summaries found in the newspaper to get a feel for them and as examples for writing your ownsummaries. Using the examples and the rubric write summaries of a variety of articles from the newspaper.Make sure to include the 5Ws & H from the article with statements of fact and quotes.

CREATING A MULTIGENRE SUMMARY OF ARTICLES

Newspapers include asummary section wherethe key articles of the dayare summarized in short

paragraphs. The purposeof these summaries is togive the public informa-tion quickly, as well as toentice the reader to con-tinue and read the entirearticle.

OVERVIEW: CHARACTERISTICS /R UBRICS BASE:

Write ve or six select summariescontaining key happenings from

particular events in your life orschool in similar format to the newssummaries you have read in thenewspaper.

Involvement of the 5 Ws, (who,what, where, when, and why andthe how) of these key events in thesummary

Exclusion of detailed, descriptiveinformation

Initial sentence that includesseveral of the 5 Ws and an H

Information packed sentences that cover the event as completely as possible

Short headline lead in, followed by four to six sentences for each summary

Varied selection of topics from events happening in your life or at school

Elimination of persuasive statements

Factually accurate statements only

Democr a t s conceding on w ar billBy S.A. M iller D emocr at ic lead er s in Con-g r ess ar e slow ly back ing d ow n f r om a st and of f w it h t he W hit e H ouse ov er t y ing w ar f und ing t o a t r oo p-w it hd r aw al t imet a-ble, say ing t hey can use ot her bills t o conf r ont P r esid ent Bush on I r aq.

F idel a no-show on W or k er s Day H AV AN A -- H und r ed s of t housand s of cheer ing w or k -er s mar ched t hr oug h Cubas R ev olut ion P laz a t od ay , but F i-d el Cast r o w as now her e t o be seen.

G uiliani calls f or secur e bor der s

By J on W ar d F or mer N ew Y or k M ay or and R e publican pr esid ent ial cand i-d at e R ud y G iuliani t od ay t old a H is panic g r ou p t hat t he im-mig r at ion cr isis w ill be solv ed by secur ing t he U .S. bor d er and account ing f or all illeg al aliens.

V ot er s cool t o Bush, but challeng er s f a lt er By D onald Lambr o and St e phen D inanP oll af t er poll show s d issat is-f act ion w it h P r esid ent Bush and an ent husiasm g a p w or k -ing ag ainst R e publicans head -ing int o next y ear s elect ions, y et t he t o p R e publican pr esi-d ent ial cand id at es ar e r unning ev en w it h or ahead of t he t o p D emocr at s in head -t o-head mat chu ps.


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CURRICULUM LINKS:Headlines are one of the key elements of any newspaper. They are so important newspapers hire copy editorsto create them after the article is written. Students can use this same writing technique in any area of thecurriculum. Just look at any textbook and you see headings. Just think if textbooks had headlines instead ofonly headings, how much more interesting they would be. Headline writing is denitely a format that re-quires critical thinking.

NEWSPAPER CONNECTION:Using the rubric, examine headlines on the front cover and front of main section and sports pages of todaysnewspaper. Which elements of the rubric were used in the headlines? Which headlines really helped youunderstand what the story would be about before reading it? Which headlines used literary elements such asgures of speech, puns or other play on words (often used in sports stories) to make the headline stand out?

Now in small groups cut out several stories, at least one from the front cover and each of the section covers(especially sports) and cut off the headline from the story. Each person in the group should read at least onestory and using the rubric and their examination of headlines, write a new headline for the story. Now trywriting a headline for a section of a textbook or other school resource you have been using in class.

CREATING A MULTIGENRE SERIES OF HEADLINES

Newspapers are knownfor their clever headlines.They need to catch theeye of the reader and getthe reader to the rest ofthe print. The headlinesneed to tell a part of thestory but keep the readerguessing. The qualityheadline is essential to agood article

OVERVIEW:


Write six to seven headlines that help to summarize major events in yourresearch project. Use the newspaper headlines you found to help add

punch to your writing. Use of unique vocabulary words where the reader may need to use

context clues

Possible use of puns, alliteration or other literary elements

Enticing wording that will give the reader a peek into the story, but notgive away all the essential elements.

Varied beginnings such as a phrase, an article and noun, a question, asound, etc.

Familiar phrase used in a unique way

Strong link to the story so as not to mislead the reader

Help as a story selector forfuture reading of selections

Provocative, in some cases, tostir the readers imagination

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Companies explore use of brain waves to control toys


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CURRICULUM LINKS:Every area of the curriculum can utilize info-graphics. Info-graphics merely means that the writer is using

print along with charts, graphs, illustrations, and photos to convey meaning. For any subject matter the printand the related graphics need to present an entire package for meaningful results.

NEWSPAPER CONNECTION:Using the rubric, examine info-graphics in todays newspaper. Which elements of the rubric were used in thegraphics? Which images helped enhance the understanding of a story? Now in small groups cut out severalstories throughout the newspaper that have info-graphics. Cut off the info-graphic from the story and shufethe pieces around. Trade your pieces with another group. The group will read the text and examine the info-graphics to determine which ones go together. Now try creating an info-graphic for a section of a textbookor other school resource you have been using in class that will enhance the understanding of the text.

CREATING A MULTIGENRE INFO-GRAPHIC

Info-graphics are the portions of the newspaper that include graphicillustrations, photographs,charts, and statisticalgraphs. Info-graphics

build on visualization ofcontent and help visuallearners to better compre-hend more complex ma-terial. The combinationof text and visuals helpstudents with a variety oflearning styles. The visu-alizations also help withmemory retention.

OVERVIEW:


Creation of one or more illustrations, charts, photos or statistical graphicsthat visually enhance the material that is being presented.

Clear labeling on all of the graphics so that the reader does not have to infer.

Inclusion of regular written paragraph(s) to help build comprehension.

Linkage between the graphics, any written paragraphs, and the headline.

Proper ow of information; reader should know which graphics to focuson rst and how to put the information all together to construct meaning.

Persuasive and/or expository information and graphics and indication ofsources. This aspect depends on the purpose for which the article waswritten and the focus audience.

Meaningful use of graphics, not just

graphics for their own sake.Graphics and print may besomewhat repetitive forreinforcement of content

Proper use of technologyto enhance the entire prod-uct. A good info-graphiccan actually be framed and

placed on display.

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CURRICULUM LINKS:English, the language arts, foreign language, geography, science, history and the social sciences can allmake use of weather maps and weather related multigenre articles. After selection of a weather-related time

period, students can apply their knowledge of the weather and the consequences through an appropriatemap and other graphics. For example in Sara Plain and Tall , huge hailstorms came across the plains. Thesestorms as well as the droughts and blazing heat could be demonstrated in forecasts of the day(s) and relatedweather mapping.

NEWSPAPER CONNECTION:Examine the Weather map and page in todays newspaper. Then scan major news stories on the front coverof the paper. Using the weather page determine what the weather is like in those locations? Is the weatheraffecting what is happening in the story? Now create a weather map/page as well as weather stories relatedto a historic event you may be studying, for example George Washington crossing the Delaware River tocapture Trenton from the British during the Revolutionary War.

CREATING A MULTIGENRE WEATHER FORECAST PAGE

The weather page is aunique page of graphicsrelating to weather of theday and future predic-tions. In some cases, italso examines weatherfrom the past in order to

predict trends. To under-stand the weather pagereaders must developknowledge of weathersymbols and terms.

OVERVIEW:

CHARACTERISTICS /R UBRICS BASE: Weather related focal point on a particular literary, historical or social

event

Usage of weather map and graphics to connect to the ctional or non-ctional characters in a story, historical event, or current events.

Manipulation of weather symbols and predictions to show what wasactually happening weather-wise on the day of a particular event

Development of a weather forecast that could have helped the people ina particular situation if they had seen such a forecast.

Demonstration of what was happening in other parts of the countryduring an active weather event. These accompanying forecasts would bescientically based on what might have been possible at the time.

Bar or circle graph showing weather patterns related to the event

Possible weather related article(s) that might enhance the actual weathermaps for a particular event.

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CURRICULUM LINK:Display ads are wonderful to teach persuasive writing in a different context. Students need to learn aboutdesign, persuasive techniques, delivering a strong message in an effective way, keeping the ad cost effective,and composition in general. Any content area can make use of display ads for products, services and events

that are a part of just about everything in life.

NEWSPAPER CONNECTION:Using the rubric, examine display ads in todays newspaper. Which elements of the rubric were used in theads? Which ads do you think did a good job of selling its product or service? Why? Which ads did you thinkwere not effective? Why? Using the rubric and your examination of display ads, create an ad for a productor service of your choice. Now try creating an ad for something related to what you are currently studying inclass.

CREATING A MULTIGENRE DISPLAY AD

Display ads are whatmake newspaper publish-ing possible. Withoutmoney from ads therewould be no newspaper.Each of these advertise-ments can be quite costly,so the designer mustmake certain that themessage is being con-veyed in the best possiblemanner. This means bothgraphics and wordingmust catch the eye andthe wallet of the reader.

OVERVIEW:

CHARACTERISTICS /RUBRICS BASE:

Advertises a product,

service or event

A knowledge of thetarget audience

What you want peopleto know about this

product, service orevent in a cleverlywritten statement

Something to catchthe eye of the reader

Enough information so that the reader does nothave a lot of questions

Contact information including web site, phone number,location, hours, etc.

Convey why this product, service or event is something of importance

A humorous, inspirational, or dramatic theme to the ad

Proper placement of graphics and words in the ad

Enough white space so that the reader does not get overwhelmed withinformation

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CURRICULUM LINK:The Food section of the newspaper works best with classes in language arts, math (regarding recipes),English, life skills classes, and the social sciences. Whenever different cultures are being discussed, food

becomes a prominent issue. Students love to eat and love to talk and write about food related items. Technol-ogy and graphics can also play a key role in this section. Actual food preparation in the classroom, alongwith the multigenre writing product, can also prove successful.

NEWSPAPER CONNECTION:Examine the food section of the newspaper (usually in the Wednesday newspaper). Study recipes: how theyare made to sound interesting and delicious in the introduction and then how the food is actually producedwith the amount of each ingredient and cooking instructions. With a parent, write a recipe with the amountsof each ingredient and cooking instructions and then create it to share with the class. Now apply what youlearned about recipes to a topic being studied in class. For example, use a food recipe from a time periodyou are studying or use the recipe format as an analogy such as a recipe for disaster for some tragic event inhistory.

CREATING A MULTIGENRE FOOD SECTION ARTICLE

The food section of thenewspaper has numer-ous features. It includesrecipes and stories behindthese recipes, storiesabout different holidaysand foods, food of vari-ous ethnic groups, andinformation on related

products, trends, andevents. Restaurant re-views, often in the foodsection, are also goodexamples of persuasivewriting.

OVERVIEW: CHARACTERISTICS /R UBRICS BASE:

Discussion of the ingredients that will be part of the cooking, what these ingredi-ents taste like, where found, seasons ofthe year, cost, etc.

Use of recipe and food related graph-ics in color or black and white

Possible reactions regarding thedish from various populations

Discussion of various cookingtools, measurement andmethodology

Discussion of other food dishesthat could go along with the main course

Ways to serve a particular dish to make it more attractive.

An explanatory article and graphics to accompany the recipe

Can try creating a recipe that links to a ctional or non-ctional story,historical or current event, holiday or other food related matter.

Also link a recipe and article to a content area topic being studied.

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ADDITIONAL MULTIGENRE PRODUCTS FOUND IN THE NEWSPAPER

THE CROSSWORD PUZZLE: No newspaper is complete without a crossword

puzzle. Development of a crossword puzzle dem-onstrates comprehension through compiling wordsand denitions for key words in your product. Theuse of technology has made this product so mucheasier today. By doing a crossword puzzle searchon the Internet the student will be able to ndmultiple resources for creating original crossword

puzzles and word searches. Students love to solvecrossword puzzles, but they also love to createtheir own with the help of technology.

THE SCIENTIFIC , TECHNOLOGICAL , AND FINANCIAL PAGES OF THE NEWSPAPER:A student in a science, math and/or technologyclass has multiple resources to use from the news-

paper. Each of these areas has entire sections with articles specically geared tothese topics. In some cases these articles are purely factual and in others they aremore persuasive. These articles also make great use of info-graphics to help reachthe readers who may have less background knowledge in these particular areas. Before a student

begins to develop a scientic, technological or nancial article, he/she should begin to collect

these articles for word usage, format, graphics, and substance.

TRAVEL ARTICLE:

At least once a week newspapers have a travel section. This section would be excellent for usein geography, history, and English classes. These feature articles help the reader to visualizevarious locations, their history, their culture, and their terrain. Encourage students to use travelarticle models for a multigenre product. They are colorful and fun to both develop and sharewith others.

FASHION ARTICLE:Usually in the Fashion, Style or Modern Living section, the reader will nd fashion articles.These feature articles help us to better understand trends and the reason for these trends. Stu-dents can have great fun writing and designing a fashion article to go along with an English, aLife Skills Class Project, or a social studies project. Fashion is a part of everyday life, history,and the development of a character in a story.


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TEACHING MULTIGENRE WRITING AUDIOAudio les and transcript of Tom Romano, Courtesy Annenberg Media/Learner.org

Audio leshttp://www.learner.org/channel/workshops/middlewriting/audio/p5/Tom5-1.mp3

http://www.learner.org/channel/workshops/middlewriting/audio/p5/Tom5-2.mp3






Transcript of audiohttp://www.learner.org/channel/workshops/middlewriting/p5_tr_transcript.html

MULTIGENRE BOOKSPicture Books and Short Chapter BooksAndrews-Goebel, Nancy. The Pot that Juan Built. (Lee & Low, 2002). 32 pp.(Also available in Spanish, La Vasija Que Juan Fabrico ).Arnold, Katya, with Sam Swope. Katyas Book of Mushrooms. (Henry Holt, 1997). 48 pp.Bang, Molly. Nobody Particular: One Womans Fight to Save the Bays. (Holt, 2000). 45 pp.Cole, Joanna. Ms. Frizzles Adventures: Ancient Egypt. (Scholastic, 2001). 48 pp.(See other Magic Schoolbus books as well.)Coulter, Laurie. Secrets in Stone: All About Maya Hieroglyphs. (Little, Brown, 2001). 48 pp.Dewey, Jennifer Owings. Rattlesnake Dance. (Boyds Mill Press, 1997). 48 pp.

Hoyt-Goldsmith, Diane. Celebrating Ramadan. (Holiday House, 2001). 32 pp.Kurlansky, Mark. The Cods Tale. (Putnam, 2001). 48 pp.Macaulay, David. Black and White. (Houghton Mifin, 1990) 32 pp.Martin, Jacqueline Briggs. Snowake Bentley. (Houghton Mifin, 1998).

Longer BooksAvi. Nothing But the Truth: A Documentary Novel. (HarperTrophy, 1993). 224 pp.Cofer, Judith Ortiz. The Year of Our Revolution : New and Selected Stories and Poems.(Puffer, 2000). 144 pp.Conrad, Pam. Our House: Stories of Levittown. (Scholastic, 1995). 96 pp.Draper, Sharon. Tears of a Tiger. (Atheneum, 1994). 192 pp.Dyson, George B. Baidarka: The Kayak. (Alaska Northwest Books, 1986) 212 pp.Klise, Kate. Regarding a Fountain: A Tale, in Letters, of Liars and Leaks. (Avon, 1999). 144 pp.Kumar, Amitava. Passport Photos. (University of California Press. 2000). 276 pagesMurphy, Claire Rudolf. The Prince and the Salmon People. (Rizzoli, 1993). 48 pp.Myers, Walter Dean. Monster. (HarperCollins, 1999). 288 pp.Strasser, Todd. Give a Boy a Gun. (Simon and Schuster, 2000). 208 pp.Wittlinger, Ellen. Hard Love. (Aladdin, 1999). 240 pp.Yolen, Jane and Coville, Bruse. Armaggeddon Summer. (Harcourt Brace, 1998). 272 pp.

multigenre research projects using newspaper genres

Documents