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Writing Assignment Assign/Assess Phase II

Leah Hoover

8 November 2017

Teaching of Writing: Dr. Hartman

Revision/ Reflection:

I have truly enjoyed the process of this writing assignment. Previously, I would usually assign a

large project like this before I really have all the details figured out. I would figure out what I wanted to

assess them on as we were working on the project. I liked designing the assessment first, because it

helped me to focus on the concepts they needed to develop up front as we worked on the project. The

project fit with what we were studying at the time and was easy to seamlessly integrate the project. I have

made a large list of things that I would change next time I do this.

First, I would do this project at the end of the year, so I can build up their research skills

throughout the year. The level of English students that I did this with struggled with the research skills.

Also, many of the students wanted to just work on research and had a hard time translating the research to

their genres. I think if we did this more in mini-assignments earlier in the year, then the larger project

would be easier.

Next, I think for the larger project, I would not allow them to do a personal hero. It was harder for

the students who had a person that they personally knew to get research. Most of their research was in the

form of interviews and then it was harder for them to translate the interview information into the different

genres. However, some of them wrote very powerful poems about this personal hero, so we may do this

in a smaller project earlier in the year.

Then, I think I might also change the topic when I assign it at the end of the year. I want them to

choose the topic. I think if I give them smaller multimodal assignments to complete using research skills

for each unit throughout the year, then it will be easier for them to choose their own topic and run with it.

I also agree with you Dr. Hartman that I want to add more about audience and choices with

content. When I graded these assignments, I felt that I needed more about audience and purpose. Many of
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the genres they were required to do has them writing to a different audience and perspective. I think if I

gave them the choice of topic then I could add something in the rubric about choice of content and how

the genres they choose are the best for their topic. I felt that some students picked the genres based on

which ones were easier to complete and not which ones would show the heroic qualities the best.

In regards to the projects that the students turned in, I was actually disappointed with a lot of

them. We spent four weeks in the computer lab working on these and I conferenced with each one of

them every week. But even with that accountability most of them did not even start writing the genres

until there was a week left. This then showed in their quality of work. A couple of my students

plagiarized parts of their projects. Some of them only included one or two genres instead of the four

required. I thought I gave them plenty of time to complete this, but they did not use the time I gave them.

So, I think if I make the changes that I mentioned above will help this. If we do pieces of this project

throughout the year when I give them the topic to research and I focus on one research skill each and give

them a ton of comments and feedback on these smaller assignments, it will help them to know what to do

on the larger project at the end of the year. I just need to do a lot more scaffolding throughout the year to

get the type of products that I want from every student. Of course, there were some students that did a

great job on the project and did not need a lot of help. One student wrote the journal entry from Jesus(her

hero) when he was on earth in Arabic and then had the English translated version underneath. She had

quotes about Jesus as transitions between each different genre. She made these choices on her own and it

was great. But these students were few and far between. Next time, I would like to have more students

like this.

Overall, I enjoyed the process and I think I learned a lot from it. I am looking forward to

overhauling the project and reworking it for next year. I am still going to use the concept of multimodal

composition within this year though. This process has taught me that just because one way doesnt work

the way you think it will, you dont need to scrap the whole idea. I will continue to work on this idea and

change and develop it as I go.

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Introduction/Overview of Assignment:

English 10 students tend to struggle with traditional essay formats and they typically do not like trying to

meet all of the stringent requirements for their writing. Many students even tend to have a hard time

writing more than five sentences at a time, so I have chose to design a multigenre project for them that

would help them to explore the same concepts, but in a more interesting way. Kirby and Crovitz state in

Inside Out that these types of assignments give students another lens through which to view exposition

and research- not as deadly dull assignments, but as creative, meaningful expressions of self and of

information.(161) I am hoping that by providing my students with a different way of relaying the

information they are learning, it will spur on their creativity and their understanding of different types of

writing.

Context:

The assignment will be given to my three sections of English 10 students after we have completed reading

Julius Caesar. Before giving the students this assignment, they will be required to freewrite about who

they believe is the hero of the play and why. We have already discussed heroic qualities and looked at the

Heros Journey throughout four different types of texts. We meet five days a week for 45 minutes a day.

Goals/Standards:

CCSS.ELA-Literacy.W.9-10.2:Write informative/explanatory texts to examine and convey complex

ideas, concepts, and information clearly and accurately through the effective selection, organization, and

analysis of content.

CCSS.ELA-Literacy.W.9-10.2.A: Introduce a topic; organize complex ideas, concepts, and information to

make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures,

tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.W.9-10.2.B: Develop the topic with well-chosen, relevant, and sufficient facts,

extended definitions, concrete details, quotations, or other information and examples appropriate to the

audience's knowledge of the topic.

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CCSS.ELA-Literacy.W.9-10.2.D: Use precise language and domain-specific vocabulary to manage the

complexity of the topic.

Production and Distribution of Writing:

CCSS.ELA-Literacy.W.9-10.6: Use technology, including the Internet, to produce, publish, and update

individual or shared writing products, taking advantage of technology's capacity to link to other

information and to display information flexibly and dynamically.

Research to Build and Present Knowledge:

CCSS.ELA-Literacy.W.9-10.7: Conduct short as well as more sustained research projects to answer a

question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when

appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation.

CCSS.ELA-Literacy.W.9-10.8: Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively; assess the usefulness of each source in answering the

research question; integrate information into the text selectively to maintain the flow of ideas, avoiding

plagiarism and following a standard format for citation.

Heroes Multi-Genre Research Project

English 10

What is Multigenre? A genre is defined as a class or category of artistic endeavor having a particular
form, content, technique, or the like (http://dictionary.reference.com/browse/ genre); thus, we will be
using multiple genres, or types of writing or art, to convey information and one main theme.

What is the topic for this project? Throughout this unit, we have been discussing what a hero is and
what defines a true hero. We have looked at different aspects of heroes and examples of heroes within
different texts and literature. Now you are going choose a hero from history, modern-day, or literature
that you would consider a hero and show why that person is/was a hero.

What are the requirements for the project?

- Choose four different genres to show how the person you have researched is a hero.
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- Take notes as you research and turn in all notes

- Compile a portfolio of the different genres and decide on a creative way to present the different genres
- MLA Works Cited page at the end of the portfolio
- Use at least 3 different reliable sources for the information you are presenting in the different genres.

What steps should you take to accomplish these tasks?

1. Choose topic.
2. Research topic in the library. Save articles from the Databases in a folder on Google Drive.
3. Take notes on the note sheets provided.
4. Create a works cited page following MLA format using Citation Machine as a tool.
5. Choose at least four different genres to develop your portfolio; 2 written and 2 non-written pieces.
6. Compile all written and non-written works within a shared folder on Google Drive with me.
7. All information must be typed (unless artwork, comic,etc.)
8. Compose a formal reflection letter to me regarding your experience throughout the process (more on
this later).
9. Turn in project for class viewing and be proud of a job well done. Due Nov. 3rd.

Possible Genres for Portfolio:

Written: Non-written:
Poetry Comic Strip
Journal/Diary Entries Short Video
Childrens Book Music Video
Narrative Advertisement
Interview Collages
Conversation Flyers
Article Artwork
Resume Maps

If you can think of any other genres you may want to include, just clear it with me first!

How will this project be graded? I will be using the rubric on the next page to assess your project:

Exemplary Proficient Emerging Incomplete

Ideas: The project The project The project The project does
4=100 provides an provides a well- attempts to not thoroughly
3=90-80 extensive, well- researched project respond to the address the task;
2=79-70 researched project on an appropriate project provides
1=69-0 focused on an topic; provides requirements, but inadequate
appropriate topic; adequate with a weak or information about
includes information about uneven focus; the subject; uses
substantial the subject; uses provides limited fewer than two
information about different genres information about different genres
the subject; that incorporate the subject; uses and/or does not
skillfully uses research and ideas fewer than four incorporate
differing genres different genres research and ideas
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that seamlessly and/or does not

integrate in-depth incorporate
research and ideas research and ideas

Structure: The project The project The project The project does
4=30 employs a creative includes an includes a generic not include a title;
3=29-20 title; engages the appropriate title; title; introduces does not
2=19-10 reader by introduces the the topic and appropriately
1=9-0 introducing the topic and provides presents some introduce the topic
subject and using a variety of genres genres; does not and/or does not
a sophisticated to present adequately move include a
variety of genres information; uses the reader from sufficient variety
presenting a transition to one genre to the of genres; does not
information in move the reader next; attempts to attempt to move
creative ways; from one genre to provide a the reader from
uses a well- the next; provides reflection and one genre to the
developed theme a sufficient bring closure to next; does not
as transition to reflection and the work. provide sufficient
move the reader brings closure to reflection and/or
with ease from the work. bring closure to
one genre to the the paper.
next; provides in-
depth reflection
that brings closure
to the work.

Works Cited: You used at least You used at least You only used 1 You did not use
4=40 3 sources of 2 sources of source reference any source
3=30 reference and you reference and you and it was not in references.
2=20 adequately did your best MLA format or
1=0 included the attempting to put you did not show
source citations in together a works your best effort.
the correct MLA cited in MLA
format. format.

Overall Your project is Your project is Your project still Your project is
Presentation: 4=20 something to be well done. You needs work. The incomplete. You
3=19-15 proud of. You have presented the class can tell that have not chosen to
2=14-10 have presented the project in a way you did not put present it to the
1=9-0 project in a way that the class can forth your best class.
that is easy to read understand the effort in
and follow, and is topic and your presenting it to the
presented in a points of research. class.
creative way.

Process Work: Freewrites, Freewrites, Missing a few No process work

4=20 brainstorming, and brainstorming, and freewrites, shown.
3=19-15 all research notes research notes are brainstorming, and
2=14-10 are complete and complete. I can research notes.
1=9-0 thorough. I can see your progress Your progress is
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clearly see your from one idea to incomplete and

thought processes the next. unfinished based
and progress from on your process
one idea to the work.
next.

Assigning Instructions:

I started with an introduction video to get them excited about the project and outline the

requirements.

Video Introduction to the Project: https://www.powtoon.com/online-

presentation/dRIkqHbIKkp/?mode=movie#/

Then I presented the following presentation when I gave them the handout above outlining and

explaining the project. I showed them some possible resources to use to help them create their

written and non-written genres. Next year, I am going to make this a project that they complete

at the end of the year after we have completed each of the different written and non-written

genres in other projects throughout the year. So for their final, they will choose which ones they

want to do and they will be required to complete more genres.

Google Slides Presentation:

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https://docs.google.com/presentation/d/1G6ZSlVMyp4KL5Bote1_JiXMFjbawgg7ioyYl6Wc

aLOE/edit?usp=sharing

Student Samples:

High-level-

https://drive.google.com/drive/u/0/folders/0Bx2UeQzulecxZkMxRmN4TmhVR0k

Middle-level-

https://drive.google.com/drive/u/0/folders/0Bx2UeQzulecxZkMxRmN4TmhVR0k

Low-Level-

https://drive.google.com/drive/u/0/folders/0Bx2UeQzulecxZkMxRmN4TmhVR0k

Assessment:

I have taken screenshots of the comments and the rubric grading that I did for each of these

projects.

High- Level-
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Middle-Level-
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Low-Level-
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Reflection:

As I was assessing the students work I noticed a few things. First, the students seemed to want

to just report on their research about the person, so many of them used the news article genre

that was available to them. There were little things within each genre that I would want to

emphasize more of the specific requirements for each genre. The students did not seem to

know how to complete some of the genres. I was expecting them to figure out on their own,

which some students did, but others struggled with writing the different genres.