If Logan's multigenre project doesn't excite me to incorporate this into my classroom, I'm not sure what will! A great example of showing and not telling. I do have a question about the research element in his project. While it is obvious that the student had done research, do you require documentation of sources in the project? And, I love the holistic scoring guide(impact of the paper) p168.

An important question! Logan chose not to cite sources and lost points for it. If you go onto the DVD and look at Sarah's project, you'll see a traditional research essay with citations, etc. Her project on playing the piano is delightful as well, so worth reading. With the scoring, Logan got a very strong grade on the holistic part (200 point scale) and then lost some points on the specifics (an additional 200 points possible.) He still ended up with an A.

I love multi-genre! I enjoyed this chapter, for it confirmed again so many ideas/concepts for me. For years I had my anthology of literature (and like a baby, depended on it like it was the much-loved pacifier!) Then our district did not adopt new lit or grammar books, and our English department chose to teach thematic units (for example, my first unit this fall with English 11 utilizes our school's motto "A Pioneer Never Quits"). Last year I struggled...and stressed...and did a poor job, for I have decided it takes a minimum of three years to develop a "passing" unit...and then it will change! For the more I read, the more I know there is to read...and that I want to read. (This is now what I want to instill in my students...this love of reading and writing for a life time.) So units will change, both according to what I find for the students to read and what they want us to read. This summer I have spent hours (and hours!) gathering novels, excerpts, articles, blogs, cartoons, songs...and the list goes on...for 14 multi-genre thematic units. Here's the important question: Do the students like it? Yes! What I discovered last year, though, was that a month was about as long as they (or I) want to learn about one thematic topic. For example, they were glad to leave Pioneers and move into anti-bullying unit.

Didn't finish all my thoughts! We also write throughout the year and then culminate with a multi-genre project. After reading this chapter, though, I am going away from some of the things I did. Although the kids chose their topics, I didn't work with them enough to choose one for which they each had a passion...for some that spark was missing. Going to work on that!

I've been a long-time fan of the multi-genre project. I've literally worn out my copy of Tom Romano's Blending Genre, Altering Style. Sadly, last year was the first in several years that I didn't do a multi-genre project with my students. I shall return to one next year. They are an incredibly motivating way for students to synthesize skills. I've found, as Penny has, they are therapeutic for many kids.