Blending Genre, Altering StyleWriting Multigenre Papers

Written by: Tom RomanoReported by: Andrea HollandsworthKimberly SankovicBrittney Hall

About Tom RomanoHis Books Clearing the Way (1987) Writing with Passion

(1995) Blending Genre,

Altering Style (2000) Crafting Authentic Voice

(2004). Zigzag (2008), a

memoir of his teaching and learning lives.

Tom has taught high school and college students for more than thirty years, and he currently teaches writing and language arts methods in the department of teacher education at Miami University in Oxford, Ohio. In summer he often teaches in the New Hampshire Literacy Institutes at the University of New Hampshire.

Main PointsTimingRequirements and variety Genre possibilities

Timing Teachers are concerned

with timing when it comes to: Projects, group time,

daily writing, discussion, library sessions, and reading time.

“ If students often ask teachers how long a piece of writing should be, teachers often ask themselves how long a project or unit should take.” (ch.3 pg.15)

Timing all depends on how your classroom is conducted and what lesson you are teaching.

Really think about how much time to set aside for a project so your students don’t get overwhelmed.

Allow enough time to fully cover the material.

Requirements It will vary based

on: District Department Class culture Students

8 entries using 5 different genres

Write effectively and coherently

Creativity Overall goal-make

it memorable and to have the students branch out

Genre Possibilities Influence of standardized tests: writing

proficiency Modes of writing are often blended Examine multi-genre texts Brainstorm genres, provide lists Mandatory classroom doing Genre arising naturally from classroom

work

Connections This book is very helpful to the project

we are working on now Choice About the process

Mini Lesson: Found Poem Purpose: This activity encourages students to discover poems that may be hidden in the text of prose including: novels, children’s books, magazines, textbooks, letters, and pamphlets, etc. With the arranging of text from its original order, a new rhythm, imagery and message can be uncovered. Procedure:Model the Found Poetry strategy for students with text reserved for teaching use.Arrange students in small groups (4-5 students per group).Provide students with a short excerpt taken from a prose passage.

Students are to use the presented text to discover a hidden poem.The following may be done to “rescue” a poem:

Break sentences/phrases to create a new rhythmArrange text into stanzasInsert/omit punctuationManipulate language to change intended meaning of text

Example“I found the road and followed it, listening for dogs. But now, only a few night birds and insects broke the silence – crickets, an owl, some other bird I had no name for. I hugged the side of the road, trying to suppress my nervousness and praying to go home. Something dashed across the road so close to me that it almost brushed my leg. I froze, too terrified even to scream, then realized that it was just some small animal that I had frightened – a fox.” (Butler, 1979)Foxes and DogsI found the roadAnd followed it,Listenting for the dogs. But now,Only a few birdsAnd insectsBroke the silence— Crickets,An owl,Some other bird I had no name for.Ihuggedthesideoftheroad,tryingtosuppressmynervousness