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MULTIGENRE RESEARCH

Projects
USING NEWSPAPER GENRES
Page 2
Written by Dr. Darla Shaw
Edited, Designed and Published by the
Newspaper in Education Institute
7009 Varnum Street
Landover Hills, MD 20784
Copyright 2007.
All Rights Reserved.
This guide may be copied and distributed for classroom use
by teachers of NIE Institute NIE program subscribers.
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Introduction: Newspaper Formats, the Basis for the 4
New Multigenre Research Projects
Comparing and Contrasting Traditional Research and 5
Multigenre 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
Page 4
The research paper has been a cornerstone of American education for well over 100 years. Students were taught
to select a topic and nd documented information on that topic. Usually students were taught to use index cards
to collect and organize the information before writing an extensive essay. This essay was then revised and edited
and 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 people
can 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 of
their job description.

Tom Romano, writing in his 2000 book Blending Genre, Altering Style, suggested alternative ways of sharing
research material. The majority of research application formats came directly from the newspaper. This was no
surprise 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 enhanced
the 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 in
most 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 to
minimize 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. In
some schools, students do mini multigenre research papers throughout the year. In other schools students are
shown 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 create
for 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 write
creative, 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 a
collection 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 many
voices, 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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TRADITIONAL RESEARCH REPORT
Research is usually topical.

Paper is written in expository essay format.

Table of Contents is often included.

An introduction is usually not required.

Footnotes are found at the bottom
of almost every page.

A bibliography is essential.

There is little or no use of graphics.

There is usually no reective component.

Grading may or may not be based on a rubric.

A nal presentation of the project is
usually not required.

Plagiarism can become a problem.
Ability to word process alone is usually sufcient.
MULTIGENRE RESEARCH REPORT
Research is based on an essential question.
All information is tied to that particular question.

Paper consists of a stated number of
genre pieces related to the essential question.

A Table of Contents is always
included in the project.

Paper includes an introduction that discusses the
essential questions and its components.

There are no footnotes. Instead endnotes are used
to give credit. They are found at the end of the
project.

A bibliography is essential.

The use of graphics in nearly all
application/genre products is essential.

The reective piece at the end of the
project is required.

Grading is based on a very structured rubric.

A nal oral presentation goes along with the
completion of each multigenre project.

Plagiarism is less often a problem in the
development of original products.

Knowledge of technology is essential.
COMPARING AND CONTRASTING TRADITIONAL
RESEARCH AND MULTIGENRE RESEARCH REPORT METHODS
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THE GOAL OF THIS GUIDE
The goal of this guide is to teach students how to write and produce the
many genres used in the newspaper. Then individual students or student
groups 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 newspaper
for Harper Lees To Kill a Mocking Bird, the newspaper published might
include 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 sold
during that time period
Photo, illustration, chart, or other graphic display of events
or people in the story.
An advice column asking a question(s) dealing with the
trial or coping with it.
Additional components could be added. Students could use desktop publishing
skills 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 respond
to 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.
Page 7
CURRICULUM LINKS:
In every area of the curriculum there are issues that can be debated. Readers may have to look at various
characters in a story and see if they made the correct decision or not. Social and regular scientists have issues
that 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 the
editorials? Which editorial stood out as the most persuasive? Why? Whats the main idea or purpose of the
editorial and does it convey it effectively. Whats your opinion of or about the editorial and the position
taken? 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 piece
of persuasive writing
that looks at a particular
issue from usually only
one point of view. The
purpose of the editorial is
to convince the reader to
consider or even support
a particular point of view.
Persuasive writing is
usually a higher level of
writing than that found in
a narrative or expository
piece.
OVERVIEW:
CHARACTERISTICS/RUBRIC BASE:
A specic issue is examined from
one point of view
The point of view should be clearly
found in the writing
Much evidence must be found in the
editorial to support the point of view
Evidence may be in the form of
quotes, statistics, anecdotes, exam-
ples, events and eyewitness reports
The evidence must build in such a
way that the reader is convinced to think
in a certain manner.
The other side of the issue may be exam-
ined, but only to support the stated
viewpoint.
Use of persuasive language is important to
utilize in the writing.
The author should attempt to make the reader feel personally involved
and have something at stake with the issue.
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NEWSPAPER CONNECTION:
Using the rubric, examine feature stories in todays
newspaper (usually found in sections like features,
style, life, sometimes sports). Which elements of
the rubric were used in the feature stories? Which
story 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 news
stories and then write a feature story about someone
in one of the stories. For example, after reading a
story about refugees from a war or natural disaster,
write a human-interest feature story about one of
the people or a family involved. Include what you
think they and/or their family are experiencing and
how they are dealing with the situation. This will
provide experience for using this format as part of a
multigenre research report.
CREATING A MULTIGENRE FEATURE ARTICLE
A newspaper feature arti-
cle takes a human-interest
based story and brings it
to life for the reader. The
article does not have to
include breaking news
but should maintain the
readers interest through
new insights and infor-
mation. A feature article
is a carefully crafted
piece of writing and re-
quires much revision and
editing.
OVERVIEW
CHARACTERISTICS/RUBRIC BASE
Human-interest angle based
on a particular theme
Beginning that grabs the readers attention
Clever headline
Examples, anecdotes and evidence to support
theme 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 one
topic to another
Emphasis on new or different information or
insights
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 an
issue, a plot line, a procedure, a happening, or whatever, comics can be used to make a strong point in a
simple way. The characters in the comic can come from the newspaper, the text, real life, television and/or
movies. The words and actions of these characters are then manipulated through visualizations and blurbs to
make strong statements.

NEWSPAPER CONNECTION:
Using the rubric, examine comic strips in todays newspaper (use the index to nd them). Which elements of
the 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 the
essence of a particular
subject and makes us
laugh at the matter.
Through a series of il-
lustrations and blurbs, the
reader should be able to
nd humor, or gain a new
insight from the particu-
lar situation. What an es-
say does through words, a
comic strip does through
visuals.
OVERVIEW:
CHARACTERISTICS/RUBRIC BASE
An incident, an issue, and event that is fairly universal.
Provide a series of four, ve or six illustrations that takes the reader from
the beginning of the happening through to a conclusion.
Illustrations should include the setting, one or more characters, and some
sort of problem, conict, or fairly commonplace situation.
Characters in the comic should reveal their feeling through their facial
expressions, body language, and word blurbs.
To make the reader laugh the comic strip should have exaggerations, the
unexpected, a play on words, common elements that most people would
know, 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, or
question what they have just seen and learned in the comic strip.
Page 10
NEWSPAPER CONNECTION:
Using the rubric, examine classied ads in todays newspaper (use the index to nd them). Which elements
of the rubric were used in the ads? Which ads did you think made the job, product or service being sold
sound 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 that
they announce items for
sale, jobs that are avail-
able or wanted, available
services, and anything
else that someone might
be looking to acquire.
Since there are usually
no visuals, the reader
must be attracted through
a strong use of words.
These ads are short and
to the point because the
longer the message the
greater the cost.
OVERVIEW:
CHARACTERISTICS/RUBRICS BASE:

Brief request for job opportunities or jobs
wanted, services being offered, and/or
items to be purchased or sold.
Use of a few
well-chosen words
Description of job, product or service
Qualications or requirements that link to
the 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 think
about the content and jobs, services and items that might need to be purchased or acquired. The students
would then link these characters/personalities with an item and write an allied classied ad. It does not
matter 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 made
to eat an endless supply of pasta. In this case Big Anthony might write a classied ad asking for people to
come and help him feast on the pasta. On the other hand, if the class were studying explorers they might
want 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 and
need to be recorded. Textbooks do not have the exibility to keep the reader up to date, but the reader can
access 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 any
newspaper.

NEWSPAPER CONNECTION:
Using the rubric, examine the hard news articles on the front cover of todays newspaper. Which elements of
the rubric were used in each article? As a class discuss the stories and decide which one you think is the best
news 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 video
or TV show you have watched. This will provide experience for using this format as part of a multigenre
research report.
CREATING A MULTIGENRE HARD NEWS ARTICLE
The hard news article
is the mainstay of the
newspaper. It usually in-
volves timely or breaking
news that is written in an
expository manner. In the
hard news article you can
usually nd the 5 Ws and
an H, described below,
quite easily. Hard news
articles should not reect
opinions 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 of
the 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 the
material found in the hard news article.
Clever headline that provides insight into the topic
and helps gain the readers interest.
Lack of opinions or point of view in regard to the
subject matter
Page 12
CURRICULUM LINK:
Problem and solution and cause and effect are part of almost every content area curriculum. Wherever these
patterns are present, the advice column can be used. The advice column does not have to link to personal
problems. They can be linked to characters in stories and history. The advice column can discuss problems
dealing with scientic experimentation, health/physical issues, artistic and humanistic issues, and issues
with a mathematical base. In fact, a student who uses the format with problems of a less personal nature has
to think more critically because of the nature of the format.

NEWSPAPER CONNECTION:
Using the rubric, examine advice columns in todays newspaper (use the index to nd them). Which ele-
ments of the rubric were used in the advice columns? Using the newspaper advise columns as examples,
work in pairs with one student writing up a problem that needs solution based on one of the concepts from
the curriculum links above and the other student writing advice on how to deal with or solve the problem.
Then switch writing positions and try it again.
CREATING A MULTIGENRE ADVICE COLUMN
The newspapers advice
column takes actual
personal problems and
provides the reader with
suggestions for improv-
ing a particular situa-
tion. The writer usually
presents the columnist
with a scenario to better
understand the situation.
The columnist carefully
weights the options given
to the writer.
OVERVIEW:
CHARACTERISTICS/RUBRICS BASE:

For this exercise the problem and
solution can be both written by the
same person or be shared by two
people.
The person with the problem
should stick to one situation.
The writer should provide back-
ground information on the situa-
tion being discussed.
The problem should be written
narrative, rst person style.
The problem should not be too lengthy.
The problem should link to some curricular situation.
The columnist should refer to the reader as you.
The solution might include more than one option with reasoning to go
along with each suggestion.
The solution should be logical and based on ethics and psychology.
The solution should be possible.
The solution should not be lengthy.
The solution should be worded in as positive a manner as possible.
OF THE PRODUCT:
Page 13
CURRICULUM LINK:
Editorial/Political Cartoons can be utilized across the curriculum. There is not one area of the curriculum
where there is no controversy or where different viewpoints cant be explored. Students need to take a critical
stance on a content area topic and see how they can effectively express their opinion with a bold visualization.

NEWSPAPER CONNECTION:
Using the rubric, examine editorial cartoons in todays newspaper (use the index to nd them). Which ele-
ments of the rubric were used in the cartoons? Which cartoon was most thought provoking or amusing?
Why? Now design and write your own editorial cartoon on a topic of your choice. Students may work in
pairs with one student being the illustrator while the other student writes the headline and/or short text for
the cartoon plus a separate explanation of what they are trying to convey to help the class determine if their
cartoon succeeded in illustrating the topic.
CREATING A MULTIGENRE EDITORIAL CARTOON
Editorial cartoons take
what an editorial does
but uses visualization.
Instead of using words to
support a point of view,
the cartoonist uses bold
graphics and pictures to
make fun of a particu-
lar situation or express
a strong point of view.
A headline and simple
labels may be used to
enhance the cartoon.
OVERVIEW:
CHARACTERISTICS/RUBRICS BASE:

Includes symbols, graphics, and line drawings to express a point of view
regarding an issue that is confronting the public.
Includes a headline and possibly a few words to help understand the
message more clearly.
Usually includes a setting, a time period, and the conclusion of an event
in a unique manner.
May be factual or taken to an added extreme.
May require prior knowledge on the part of the reader.
Should provoke thought and/or reection.
Should include simple de-
tails to enhance viewpoint.
Does not have to express
the actual viewpoint of the
cartoonist.
OF THE PRODUCT:
Page 14
NEWSPAPER CONNECTION:
Using the rubric, examine horoscopes in todays newspaper (use the index to nd them). Which elements of
the 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 that
is making an impact on the world today.
CREATING A MULTIGENRE HOROSCOPE
A horoscope, whether in
a newspaper or another
source, is a forecast of a
persons future based on
the position of the planets
at a given moment. The
forecast helps the person
frame his/her day, or lon-
ger time period, based on
the good and bad of the
astrological signs.
OVERVIEW:
CHARACTERISTICS/RUBRIC BASE:
Knowledge of the persons birthday so that an astro-
logical sign can be assigned.
Knowledge of the date of the aligned event so that
the 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 a
situation 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 more
than 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-ction
stories. 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 for
April 14, 1865.

AQUARIUS: JAN. 20 FEB. 19. ABRAHAM 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 aware
from public areas, especially in the evening hours.

Page 15
CURRICULUM LINKS:
Not every area of the curriculum is going to be a good t with the obituary format because the death or the
demise 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 to
think critically, obits can also be applied to events, processes, happenings, or products that are no longer
in 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 results
would be similar.

NEWSPAPER CONNECTION:
Using the rubric, examine obituaries in todays newspaper (use the index to nd them). Which elements of
the rubric were used in the obits? Now write an obituary related to one of the topics in the curriculum links
above.
CREATING A MULTIGENRE OBITUARY
An obituary is a notice
of a death, usually with
a brief biography of the
deceased. The biography
usually follows a specic
pattern that brings togeth-
er key elements in the life
of a person. Newspapers
often write obituaries on
important or noteworthy
people. Space for obitu-
ary notices can also be
purchased in the newspa-
per (the longer the written
obituary, the more costly,
so they are usually short
and concisely written).
OVERVIEW:
CHARACTERISTICS/RUBRICS BASE:
Begins with full name of person, age at death,
date of death and where the person passed
away. In some cases, the cause of death is
noted as well.
Includes whether person is married or not. If
married, name of spouse and years married
are 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 well
as 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
oe, John Paul
Age 89, of 1000 Anywhere Street,
W
ashington, DC., died June 20,
0000 in a local hospital. He is sur-
vived by his wife Jane M
arie, two
sons, John Paul Jr., of Richm
ond,
VA., and Paul Jam
es of Annapolis,
M
D., one daughter, Susan M
arie
of Tam
pa, FLA., and 4 grandchil-
dren. Visitation will be on M
onday,
June 23, from
7:00 pm
- 9:00 pm
,
At The Funeral Hom
e in W
ashing-
ton, DC., 400 M
assachusetts Av-
enue. Funeral services will be held
at M
ethodist Church, 300 New
York Avenue, W
ashington, DC., at
2:00 pm
on June 24, 0000. M
em
o-
rial contributions m
ay be m
ade to
Hospice Center, 203 Ford Avenue,
Anywhere U.S.A.
Page 16
CURRICULUM LINK:
Every area of the curriculum can benet from comprehension through pho-
tography. Some student see with words, some students see through music and
some see with visualizations and photographs. With non-costly instamatic
camera and digital cameras, students can be given the opportunity to capture
the appropriate photograph to enhance their research report. The photograph
may 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 attract
readers. The photographs
may stand alone with
no text other than the
cutline under the photo,
or they may be linked to
an 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 PRODUCT:
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 moving
or thought provoking? In pairs, nd photos throughout the newspaper. Remove the cutlines and ask the other
student to write a new cutline based on what they see in the photo. How does the new cutline compare with
the original? For homework take a few pictures of your own or use ones already taken and write a cutline
explaining the photo.
Page 17
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 could
take 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 game
of Quiddich.

NEWSPAPER CONNECTION:
Using the rubric, examine sports stories in todays newspaper. Which elements of the rubric were used in the sports
stories? Which story did you enjoy, nd interesting, or feel entertained by? Why? Which headlines used various
gures 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 a
ctional event.
CREATING A MULTIGENRE SPORTS ARTICLE
The newspaper sports
article takes a timely
athletic event and reviews
what happened for the
reader. The article should
include detailed infor-
mation on the event and
attempt to be as objective
as possible. An accom-
panying photo can bring
greater depth and excite-
ment to the article.
OVERVIEW:
CHARACTERISTICS/RUBRIC 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 current
events turned into a sports article by focusing on the 5 W s and an H.
OF PRODUCT:
Page 18
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, students
are 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 index
to nd them). Which elements of the rubric were used in the reviews? Which review did you nd the most
interesting 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 on
musical performances,
plays, a book or movie,
should provide the reader
with insight into the qual-
ity of the product. Almost
every aspect of the prod-
uct should be examined
critically with statements
backed with strong evi-
dence and support.
OVERVIEW:
CHARACTERISTICS/RUBRICS 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 PRODUCTS:
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
Page 19
CURRICULUM LINK:
Letters to the Editor are a perfect t for every area of the curriculum. Issues of every type need to explored
and 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 world
experience. 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 the
newspaper.

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 to
the Editor on a topic that you feel is important and needs to be addressed. Find the mailing address for your
local newspaper and mail it to the Editor for consideration to be published.
CREATING A MULTIGENRE LETTER TO THE EDITOR
A Letter to the Editor is
one of the few ways in
which a citizen is able
to express his/her views
about a topic before a
large audience of people.
This regularly used
newspaper format helps
the public to see different
sides of an issue. It helps
them to take their own
critical stance or position
on a topic of concern.
OVERVIEW:
CHARACTERISTICS/
RUBRICS BASE:
An issue that you
are concerned about
and have background
information on
Statement of your
position within the
text 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
Page 20
CURRICULUM LINKS:
Summaries of Articles or Events can be used throughout the curriculum. Students have briey summarized
chapters 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. The
more practice that a student gets in this format, the better prepared he/she will be for a lifetime of writing, as
well as testing.
NEWSPAPER CONNECTION:
Read several summaries found in the newspaper to get a feel for them and as examples for writing your own
summaries. 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 a
summary section where
the key articles of the day
are summarized in short
paragraphs. The purpose
of these summaries is to
give the public informa-
tion quickly, as well as to
entice the reader to con-
tinue and read the entire
article.
OVERVIEW:
CHARACTERISTICS/RUBRICS BASE:

Write ve or six select summaries
containing key happenings from
particular events in your life or
school in similar format to the news
summaries you have read in the
newspaper.
Involvement of the 5 Ws, (who,
what, where, when, and why and
the how) of these key events in the
summary
Exclusion of detailed, descriptive
information
Initial sentence that includes
several 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
Democrats conceding on
war bill
By S.A. Miller
Democratic leaders in Con-
gress are slowly backing down from a standoff with the White House over tying war funding to a troop-withdrawal timeta-
ble, saying they can use other bills to confront President Bush on Iraq.
Fidel a no-show on
Workers Day
HAVANA -- Hundreds of thousands of cheering work-
ers marched through Cubas Revolution Plaza today, but Fi-
del Castro was nowhere to be seen.
Guiliani calls for secure
borders
By Jon Ward
Former New York Mayor and Republican presidential candi-
date Rudy Giuliani today told a Hispanic group that the im-
migration crisis will be solved by securing the U.S. border and accounting for all illegal aliens.

Voters cool to Bush,
but challengers falter
By Donald Lambro and Stephen Dinan
Poll after poll shows dissatis-
faction with President Bush and an enthusiasm gap work-
ing against Republicans head-
ing into next years elections, yet the top Republican presi-
dential candidates are running even with or ahead of the top Democrats in head-to-head matchups.
Page 21
CURRICULUM LINKS:
Headlines are one of the key elements of any newspaper. They are so important newspapers hire copy editors
to create them after the article is written. Students can use this same writing technique in any area of the
curriculum. Just look at any textbook and you see headings. Just think if textbooks had headlines instead of
only 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 todays
newspaper. Which elements of the rubric were used in the headlines? Which headlines really helped you
understand what the story would be about before reading it? Which headlines used literary elements such as
gures 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 one
story and using the rubric and their examination of headlines, write a new headline for the story. Now try
writing 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 known
for their clever headlines.
They need to catch the
eye of the reader and get
the reader to the rest of
the print. The headlines
need to tell a part of the
story but keep the reader
guessing. The quality
headline is essential to a
good article
OVERVIEW:
CHARACTERISTICS/RUBRICS BASE:
Write six to seven headlines that help to summarize major events in your
research 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 not
give away all the essential elements.
Varied beginnings such as a phrase, an article and noun, a question, a
sound, 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 for
future reading of selections
Provocative, in some cases, to
stir the readers imagination
OF PRODUCTS:
Companies explore use of brain waves to control toys
Page 22
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 print
and 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 the
graphics? Which images helped enhance the understanding of a story? Now in small groups cut out several
stories throughout the newspaper that have info-graphics. Cut off the info-graphic from the story and shufe
the 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 textbook
or 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 newspa-
per that include graphic
illustrations, photographs,
charts, and statistical
graphs. Info-graphics
build on visualization of
content and help visual
learners to better compre-
hend more complex ma-
terial. The combination
of text and visuals help
students with a variety of
learning styles. The visu-
alizations also help with
memory retention.
OVERVIEW:
CHARACTERISTICS/RUBRICS BASE:
Creation of one or more illustrations, charts, photos or statistical graphics
that 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 focus
on rst and how to put the information all together to construct meaning.
Persuasive and/or expository information and graphics and indication of
sources. This aspect depends on the purpose for which the article was
written and the focus audience.

Meaningful use of graphics, not just
graphics for their own sake.
Graphics and print may be
somewhat repetitive for
reinforcement of content
Proper use of technology
to enhance the entire prod-
uct. A good info-graphic
can actually be framed and
placed on display.
OF THE PRODUCT:
Page 23
CURRICULUM LINKS:
English, the language arts, foreign language, geography, science, history and the social sciences can all
make 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 appropriate
map and other graphics. For example in Sara Plain and Tall, huge hailstorms came across the plains. These
storms as well as the droughts and blazing heat could be demonstrated in forecasts of the day(s) and related
weather mapping.

NEWSPAPER CONNECTION:
Examine the Weather map and page in todays newspaper. Then scan major news stories on the front cover
of the paper. Using the weather page determine what the weather is like in those locations? Is the weather
affecting what is happening in the story? Now create a weather map/page as well as weather stories related
to a historic event you may be studying, for example George Washington crossing the Delaware River to
capture Trenton from the British during the Revolutionary War.
CREATING A MULTIGENRE WEATHER FORECAST PAGE
The weather page is a
unique page of graphics
relating to weather of the
day and future predic-
tions. In some cases, it
also examines weather
from the past in order to
predict trends. To under-
stand the weather page
readers must develop
knowledge of weather
symbols and terms.

OVERVIEW:
CHARACTERISTICS/RUBRICS 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 was
actually happening weather-wise on the day of a particular event
Development of a weather forecast that could have helped the people in
a particular situation if they had seen such a forecast.
Demonstration of what was happening in other parts of the country
during an active weather event. These accompanying forecasts would be
scientically 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 weather
maps for a particular event.
OF THE PRODUCT:
Page 24
CURRICULUM LINK:
Display ads are wonderful to teach persuasive writing in a different context. Students need to learn about
design, 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 the
ads? Which ads do you think did a good job of selling its product or service? Why? Which ads did you think
were not effective? Why? Using the rubric and your examination of display ads, create an ad for a product
or service of your choice. Now try creating an ad for something related to what you are currently studying in
class.
CREATING A MULTIGENRE DISPLAY AD
Display ads are what
make newspaper publish-
ing possible. Without
money from ads there
would be no newspaper.
Each of these advertise-
ments can be quite costly,
so the designer must
make certain that the
message is being con-
veyed in the best possible
manner. This means both
graphics and wording
must catch the eye and
the wallet of the reader.
OVERVIEW:
CHARACTERISTICS/
RUBRICS BASE:
Advertises a product,
service or event
A knowledge of the
target audience
What you want people
to know about this
product, service or
event in a cleverly
written statement
Something to catch
the eye of the reader
Enough information so that the reader does not
have 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 with
information
OF THE PRODUCT:
Page 25
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, along
with 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 they
are made to sound interesting and delicious in the introduction and then how the food is actually produced
with the amount of each ingredient and cooking instructions. With a parent, write a recipe with the amounts
of each ingredient and cooking instructions and then create it to share with the class. Now apply what you
learned about recipes to a topic being studied in class. For example, use a food recipe from a time period
you are studying or use the recipe format as an analogy such as a recipe for disaster for some tragic event in
history.
CREATING A MULTIGENRE FOOD SECTION ARTICLE
The food section of the
newspaper has numer-
ous features. It includes
recipes and stories behind
these recipes, stories
about different holidays
and foods, food of vari-
ous ethnic groups, and
information on related
products, trends, and
events. Restaurant re-
views, often in the food
section, are also good
examples of persuasive
writing.
OVERVIEW:
CHARACTERISTICS/RUBRICS BASE:
Discussion of the ingredients that will be
part of the cooking, what these ingredi-
ents taste like, where found, seasons of
the year, cost, etc.
Use of recipe and food related graph-
ics in color or black and white
Possible reactions regarding the
dish from various populations
Discussion of various cooking
tools, measurement and
methodology
Discussion of other food dishes
that 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.
OF THE PRODUCT:
Page 26
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 words
and denitions for key words in your product. The
use of technology has made this product so much
easier today. By doing a crossword puzzle search
on the Internet the student will be able to nd
multiple resources for creating original crossword
puzzles and word searches. Students love to solve
crossword puzzles, but they also love to create
their own with the help of technology.
THE SCIENTIFIC, TECHNOLOGICAL, AND
FINANCIAL PAGES OF THE NEWSPAPER:
A student in a science, math and/or technology
class has multiple resources to use from the news-
paper. Each of these areas has entire sections with articles specically geared to
these topics. In some cases these articles are purely factual and in others they are
more persuasive. These articles also make great use of info-graphics to help reach
the 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 use
in geography, history, and English classes. These feature articles help the reader to visualize
various locations, their history, their culture, and their terrain. Encourage students to use travel
article models for a multigenre product. They are colorful and fun to both develop and share
with 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, a
Life 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.
Page 27
TEACHING MULTIGENRE WRITING AUDIO
Audio les and transcript of Tom Romano, Courtesy Annenberg Media/Learner.org
Audio les
http://www.learner.org/channel/workshops/middlewriting/audio/p5/Tom5-1.mp3
http://www.learner.org/channel/workshops/middlewriting/audio/p5/Tom5-2.mp3
http://www.learner.org/channel/workshops/middlewriting/audio/p5/Tom5-3.mp3
http://www.learner.org/channel/workshops/middlewriting/audio/p5/Tom5-4.mp3
http://www.learner.org/channel/workshops/middlewriting/audio/p5/Tom5-5.mp3
http://www.learner.org/channel/workshops/middlewriting/audio/p5/Tom5-6.mp3
http://www.learner.org/channel/workshops/middlewriting/audio/p5/Tom5-7.mp3
Transcript of audio
http://www.learner.org/channel/workshops/middlewriting/p5_tr_transcript.html
MULTIGENRE BOOKS
Picture Books and Short Chapter Books
Andrews-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 Books
Avi. 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 pages
Murphy, 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.

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