The Creative Multi-Genre Collection Project English 521 Specific Curriculum Outcome met by this assignment: Construct a range of increasingly complex texts for a variety of audiences and Task: In the multi-genre study, you explored a, issue, or question through the works of others. In a creative multi-genre collection, you will be creating your own collection of pieces dealing with a, issue, or question of your own. Your own creative multi-genre collection will include at least four pieces. One must be an informational text, one a nonfiction text, one a fictional text, and one a visual text. Genres: Genres in English include informational fiction, non-fiction, visual, and multimedia. Each genre can be represented by numerous types of text. Remember to select the text type and genre that will best showcase your understanding of the, issue, or question you have researched. Pick genres that you understand - it is much more difficult to pick something unfamiliar and try to make it work. Examples: Autobiography Cookbook Job Description Parable Script Action Figure Ad Dialogue Journal Entry Play Sculpture Advertisement Diary Lab Report Podcast Sermon Advice Column Editorial Map with Legend Poem Short Story Biography Editorial Cartoon* Medical Report Police Report Short Film Book Review E-Mail Memo Postcard Song Lyrics Business Letter Essay** Memoir Proposal Tabloid Article Campaign Speech Eulogy Movie Review Questionnaire Technical Manual Cartoon/Comic Strip Eyewitness Television News Myth Radio Broadcast Account Report Character Sketch Facebook Page Newsletter Recipe Top Ten Lists Children s Book Fairytale Newspaper Article Report Card Transcript Classified Ad Flash Fiction News Report Research Report Video Vignette Collage (pics or words)* Friendly Letter Obituary Restaurant Review Video Game Commercial Graffiti* One Act Play Resume/Cover Letter Website or Blog Confession Graph or Chart* Photograph* or Painting* Screenplay Will Contract Graphic Story Performance*** Conversation Interview Infograph (piktochart.com, canva.com, etc.) Documentary * each visual piece must also be accompanied by a short written piece to explain your choices/thinking. ** essay types may include expository, narrative, persuasive, argumentative, etc. *** a song, monologue, spoken word piece, dance, short drama, etc. (should be captured using video)
For even more examples of genres and exemplars, go to: https://coffin.wordpress.com/multi-genre-studies/ Creating Your Multi-Genre Collection Make sure your overall project is organized, clear, and cohesive (tied together well). One way to make your project cohesive is by including a repeating element throughout. This could include: starting each section with a quotation; using a key word or phrase in each section (you may want to somehow highlight the word or phrase); starting each section with a photograph or some other image. Evaluation: See attached rubrics
Creative Multi-Genre Collection Personal Reflections Makes limited personal Makes simplistic personal Makes thoughtful personal Makes insightful personal May or may not explain why each genre was selected Explains why each genre was selected Convincingly explains why each genre was selected Insightfully explains why each genre was selected are undeveloped are supported by simplistic details are supported by effective details are supported by rich details Writing lacks clarity and focus Writing is somewhat clear, but may lose focus Writing is mostly clear, focused, and interesting Writing is exceptionally clear, focused and engaging Organizational Structure No clear organizational Ineffective use of design, techniques, and/or materials partially supports the central idea or Simplistic use of design, techniques and/or materials supports the central idea or Thoughtful use of design, techniques and/or materials enhances the central idea or Insightful use of design, techniques and/or materials is mechanical; reader interest is not achieved is established, but may not consistently maintain Engaging voice; maintains Consistently engaging, lively, and compelling voice; inspires further reading Diction is imprecise and/or inadequate; writing contains confusing, immature, and/or Inappropriate word choices Diction is simplistic but conventional; writing may contain awkward, mundane, or repetitive word choices Diction is usually clear and effective; writing is made competent by functional word choices Diction is consistently clear, vivid, and precise; writing is energized by powerful word choices Sentence Fluency Lack of flow and rhythm Inconsistent flow and rhythm Exceptional flow and rhythm Simple sentence s; little to no attempt at complex s Basic control of simple sentence s; attempts at more complex s may be awkward Effective control of sentence s; some variation in sentence length and Skillful control of complex sentence s; extensive variety of sentence length and Limited control of Adequate control of Effective control of Consistent and confident control of with Errors may interfere with don t interfere with Exceptionally few errors based on complexity of text
Expository, Persuasive, Transactional Writing is undeveloped simplistic ideas effective ideas rich and detailed ideas are unsupported by details or the details are inappropriate The purpose is not achieved are supported by simple details; however, the purpose can be understood are effectively supported by mostly specific details are consistently supported by specific and appropriate details. The purpose is clear and insightful Organization Paragraphs are underdeveloped or absent Paragraphs are present but may be awkward or weak Developed paragraphs Well developed paragraphs Transitions are lacking Transitions are weak Effective transitions connect ideas and supporting details Fluid transitions connect ideas and supporting details to enhance organization Introduction and/or conclusion are missing and/or inappropriate Functional introduction and/or conclusion Effective introduction and conclusion Engaging introduction and insightful conclusion is mechanical; reader interest is not achieved is established, but may not consistently maintain Engaging voice; maintains Consistently engaging, lively, and compelling voice; inspires further reading Diction is imprecise and/or inadequate; writing contains confusing, immature, and/or inappropriate word choices Diction is simplistic but conventional; writing may contain awkward, mundane, or repetitive word choices Diction is usually clear and effective; writing is made competent by functional word choices Diction is consistently clear, vivid, and precise; writing is energized by powerful word choices Sentence Fluency Lack of flow and rhythm Inconsistent flow and rhythm Exceptional flow and rhythm Simple sentence s; little to no attempt at complex s Basic control of simple sentence s; attempts at more complex s may be awkward Effective control of sentence s; some variation in sentence length and Skillful control of complex sentence s; extensive variety of sentence length and Limited control of with Adequate control of Errors may interfere with Effective control of don t interfere with Consistent and confident control of Exceptionally few errors based on complexity of text
Narrative Writing is undeveloped simplistic details effective details rich details Writing lacks clarity and focus Writing is somewhat clear, but may lose focus Writing is mostly clear, focused, and interesting Writing is exceptionally clear, focused and engaging Organization No clear organizational partially supports the central idea or supports the central idea or enhances the central idea or Ineffective lead; lack of sequencing, and/or no clear resolution Straightforward lead; simplistic sequencing and resolution Interesting lead; effective and logical sequencing, purposeful resolution Engaging lead; skillful sequencing, and impactful, purposeful resolution is mechanical; reader interest is not achieved is established, but may not consistently maintain Engaging voice; maintains Consistently engaging, lively, and compelling voice; inspires further reading Diction is imprecise and/or inadequate; writing contains confusing, immature, and/or inappropriate word choices Diction is simplistic but conventional; writing may contain awkward, mundane, or repetitive word choices Diction is usually clear and effective; writing is made competent by functional word choices Diction is consistently clear, vivid, and precise; writing is energized by powerful word choices Sentence Fluency Lack of flow and rhythm Inconsistent flow and rhythm Exceptional flow and rhythm Simple sentence s; little to no attempt at complex s Basic control of simple sentence s; attempts at more complex s may be awkward Effective control of sentence s; some variation in sentence length and Skillful control of complex sentence s; extensive variety of sentence length and Limited control of Adequate control of Effective control of Consistent and confident control of with Errors may interfere with don t interfere with Exceptionally few errors based on complexity of text
Visual Representation are undeveloped are simplistically represented are effectively represented are insightfully represented The purpose is unclear The purpose can be understood and insightful Structure Ineffective use of design, techniques, and/or materials Simplistic use of design, techniques and/or materials Thoughtful use of design, techniques and/or materials Insightful use of design, techniques and/or materials Fluency Visual text is not cohesive; elements do not contribute to creation of a unified piece Visual text is somewhat cohesive; all elements may not contribute to creation of a unified piece Visual text is mostly cohesive; all elements contribute to creation of a unified piece Visual text is cohesive; all elements skillfully contribute to creation of a unified piece
Poetry/Lyrics are undeveloped are simplistically communicated are effectively communicated are insightfully communicated The purpose is unclear The purpose can be understood and insightful Organization Limited evidence of intentional choices made regarding line length, line breaks, white spaces, stanzas, etc. Some evidence of intentional choices made regarding line length, line breaks, white spaces, stanzas, etc. Evidence of effective choices made regarding line length, line breaks, white spaces, stanzas, etc. Evidence of insightful choices made regarding line length, line breaks, white spaces, stanzas, etc. Feelings of the author may not be evident Feelings of the author are evident throughout some of the piece Feelings of the author are evident throughout most of the piece Feelings of the author are evident throughout the entire piece Limited evidence of voice; does not evoke emotion Inconsistent voice; may or may not evoke emotion Usually compelling voice; evokes emotion Consistently compelling voice; evokes strong emotion Poetic devices and/or sensory details are not evident Word choice may be imprecise, confusing, or inappropriate Poetic devices and/or sensory details if used, may not support the overall intention of the poem Word choice may be awkward, or ordinary Poetic devices and/or sensory details if used, are used consistently and support the overall intention of the poem Word choice is clear and effective Poetic devices and sensory details if used, are used consistently and effectively and enhance the overall intention of the poem Word choice is vivid and precise Fluency Lack of flow and rhythm Inconsistent flow and rhythm Exceptional flow and rhythm Arrangement of words is not purposeful and may be ineffective or confusing Arrangement of words is sometimes purposeful, but may or may not be effective Arrangement of words is mostly purposeful and effective Arrangement of words is purposeful and compelling Makes few intentional choices with limited effectiveness Makes some intentional choices; may or may not be effective Makes intentional and effective choices Makes intentional and insightful choices with Unintentional errors may interfere with don t interfere with Exceptionally few errors based on complexity of text