Multi-Genre as Literary Response

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Multigenre as Literary Response

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Multi-Genre as Literary Response

Much has been made of using the multi-genre project as an alternative to traditional research projects. This presentation dealt with using a multi-genre project as an alternative to a literary research/critique essay. This was done in college but with adaptation could be made to work for high school students.

This multi-genre project takes literary response and the concept of multi-genre writing in a different direction--not done in a writing context but rather a literature response. This is a relevant process for all majors and is particularly significant for teachers (pre-service).

The project is done to help facilitate significant and academic reading of a text via informed, creative pieces. It is a significant interpretation of the novel around a unified theme. When the project is introduced, students are overwhelmed by it, but really the project is just a process of thinking.

The professor asks the student to read from a critical perspective of new historicism. Students are to look for prevalent discourses of the time (Women's rights, discrimination, etc). They are to think about how the novel is relevant historically AND today. (For example, the oppression of women in 1898 and the oppression of women today)

Students are presented with a list of historical novels to choose from. They read the novel in four weeks. During that time, there are quizzes about the discourses in the novel and students become acquainted with new historicism.

How does the lit text function on a continuum with other texts?

How does the text function within its era?

How is the text interpreted now and then?

Students do research about the novel:

Historical non-fiction published at that time.

Critical pieces about the text

Other relevant pieces published around that time

After doing research, students create an annotated bibliography of the sources they use.

Once the preliminary work is done, the creativity begins. Students cannot do the creative pieces without the research to create an informed perspective.

From Romano: Repetend--a symbol that goes through the project.

There needs to be a strong first piece to begin the project. Throughout the project there is a strong focus on revision. There is a discussion about citation format--endnotes versus works cited. Endnotes are preferred so the flow of the project is not interrupted. Superscripts are used to create citation so as not to disrupt the over-all feel of the project.

Students write an introduction and a conclusion, as well as including a table of contents that lists each piece and the genre. There are also transition pieces, which could be quotes, pictures, dialogue...something short to create continuity.

Assessment:

There is a rubric to show what is valued. There are three areas of significance:

Help students create meaning from a text for themselves and others.

Allows students to see how they can have some action towards the oppressed/marginalized groups. Analysis/Action.

Encourages students to become artists who dialogue with other artists. It breaks the cycle of elitism. There are relevant ideas for author and student.

Creative Issues:

Students need to be able to choose the right book. Provide a variety of styles/authors. Identify and develop universal themes. Make a list of questions:

Similarities between my culture and this one?

When did I most identify with these characters?

What are relevant and irrelevant genres?

Research Issues:

Look at the author and the time period. Gives a better understanding of what happened. Cultural relevance for students--research informed the creative genres. Balancing meaning and fact.

It's hard to write from other perspectives.

How to connect and pull together all the pieces, bring things to an end: poetry, songs, stream of consciousness.

Repetend-a theme or word or two that gets put in each piece. Use something tangible and concrete for the repetend. Can be done like a play: introduction like a prologue, conclusion like an epilogue. Intro and conclusion work like a frame.

Last Updated April 11, 2011

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Much has been made of using the multi-genre project as an alternative to traditional research projects. This presentation dealt with using a multi-genre project as an alternative to a literary research/critique essay. This was done in college but with adaptation could be made to work for high school students.

This multi-genre project takes literary response and the concept of multi-genre writing in a different direction--not done in a writing context but rather a literature response. This is a relevant process for all majors and is particularly significant for teachers (pre-service).

The project is done to help facilitate significant and academic reading of a text via informed, creative pieces. It is a significant interpretation of the novel around a unified theme. When the project is introduced, students are overwhelmed by it, but really the project is just a process of thinking.

The professor asks the student to read from a critical perspective of new historicism. Students are to look for prevalent discourses of the time (Women's rights, discrimination, etc). They are to think about how the novel is relevant historically AND today. (For example, the oppression of women in 1898 and the oppression of women today)

Students are presented with a list of historical novels to choose from. They read the novel in four weeks. During that time, there are quizzes about the discourses in the novel and students become acquainted with new historicism.

How does the lit text function on a continuum with other texts?
How does the text function within its era?
How is the text interpreted now and then?

Students do research about the novel:

Historical non-fiction published at that time.
Critical pieces about the text
Other relevant pieces published around that time

After doing research, students create an annotated bibliography of the sources they use.

Once the preliminary work is done, the creativity begins. Students cannot do the creative pieces without the research to create an informed perspective.

From Romano: Repetend--a symbol that goes through the project.

There needs to be a strong first piece to begin the project. Throughout the project there is a strong focus on revision. There is a discussion about citation format--endnotes versus works cited. Endnotes are preferred so the flow of the project is not interrupted. Superscripts are used to create citation so as not to disrupt the over-all feel of the project.

Students write an introduction and a conclusion, as well as including a table of contents that lists each piece and the genre. There are also transition pieces, which could be quotes, pictures, dialogue...something short to create continuity.

Assessment:

There is a rubric to show what is valued. There are three areas of significance:

Help students create meaning from a text for themselves and others.
Allows students to see how they can have some action towards the oppressed/marginalized groups. Analysis/Action.
Encourages students to become artists who dialogue with other artists. It breaks the cycle of elitism. There are relevant ideas for author and student.

Creative Issues:

Students need to be able to choose the right book. Provide a variety of styles/authors. Identify and develop universal themes. Make a list of questions:

Similarities between my culture and this one?
When did I most identify with these characters?
What are relevant and irrelevant genres?

Research Issues:

Look at the author and the time period. Gives a better understanding of what happened. Cultural relevance for students--research informed the creative genres. Balancing meaning and fact.

It's hard to write from other perspectives.

How to connect and pull together all the pieces, bring things to an end: poetry, songs, stream of consciousness.

Repetend-a theme or word or two that gets put in each piece. Use something tangible and concrete for the repetend. Can be done like a play: introduction like a prologue, conclusion like an epilogue. Intro and conclusion work like a frame.