Ellen Dailey

Dr. Hartman
ENED 683
October 8, 2017

Dear Dr. Hartman,

After considering your feedback on my process work blog and re-reading Chapter 7:
Crafting Essays in Inside Out I am going to attempt to totally re-design my introductory
research paper assignment. I hope to include elements of traditional, formal writing as well as
daybook writing and writers workshop as students blend their research in a multi-genre research
paper project. I know that it is by no means perfect, but I hope that my changes are beginning to
reflect the knowledge Ive gained thus far this semester. I am interested in any help and
suggestions you can provide on including writers workshop elements instead of a traditional
peer review.
I was inspired by the organizational structure of one of the examples provided and have
thus attempted to use this model as I rethink my assignment. I believe that this structure not only
lends itself to direct and clear purpose for students, but it is also much less structured than my
traditional research packet. My hope is that less structure on my part will allow for more student
flexibility through personal process work with this project. It will also lend itself to a
collaborative classroom approach as teacher and student build conversation on the various
requirements of the assignment. For instance, I will have some sort of writers workshop to
introduce each of the multigenre pieces and allow students to mull over various examples and
have classroom discussion about the different possibilities.
Lastly, I dont know that Im happy with my rubric yet. I hope that I have placed enough
emphasis on the process. I like the idea of students being able to answer yes or no questions
when looking at whether or not they have accomplished what is being asked on the rubric
because I feel that there is less gray area for students to interpret how to meet each requirement.

Sincerely,
Ellen Dailey
 Writing Assignment Design
Rationale/ Overview:
Mentioning a research paper is met with immediate groans and expressions of defeat in
my classroom. Although many of my students have never completed a research project, there is
an immediate fear of what they do not know, coupled with the pressure of a high-stakes
writing assignment. Students struggle organizing information from multiple sources and then
being able to synthesize what they learn in a coherent piece of writing that follows formal
grammatical standards. More importantly, they fail to cite information appropriately and give
credit to sources from the research process.
It has always been my goal to break down the research process into manageable steps for
my students so as to not make this process so overwhelming. I always model each portion of the
research and writing as students collect their information and begin putting it together. After
reviewing the multigenre paper in Inside Out, my goal is to create a blend of a formal writing for
an academic (teacher) audience using MLA citation as well as a collection of other modes and
genres of writing that will appeal to various strengths of writers in my classroom as well as
provide them with a method of sharing their research findings with their peers. I hope to use
student daybooks as a method of reflection, information collection, etc.

Context:
The multigenre research paper will be used in my high school English II Regular and
Accelerated classroom. Most of my students will not have previous formal experience with
completing research using multiple sources, particularly those that come from our online
databases. Prior to beginning this assignment, students will be given an introduction to print
sources in the library as well as a lesson provided by my school librarian on using databases
sources, saving them for future use, and navigating the school card catalog. Additionally
students will be given a choice from a list of topics or the option to potentially create their own
after being introduced to the assignment. I anticipate the research process to take approximately
two weeks, the writing process for the formal paper to take an additional week and a half, one
week for multigenre portions, and at least two days for classroom gallery presentations.

TN ELA Standards:
Language Standards:
9-10.L.CSE.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing; when reading and writing, explain the functions of
semicolons and colons to separate related ideas and use them correctly to do so; write and edit
work so that it conforms to a style guide appropriate for the discipline and writing type.
Reading Standards:
9-10.RI.IKI.7 Evaluate the topic or subject in two diverse formats or media.
Writing Standards:
9-10.W.TTP.2 Write informative/explanatory texts to analyze and convey complex ideas,
concepts, and information clearly and accurately through the effective selection and organization
of content.
a. Provide an introduction that is relevant to the rest of the text and effectively engages the
audience.
b. Organize ideas to create cohesion and clarify relationships among ideas and concepts,
including but not limited to use of appropriate and varied transitions.
c. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audiences
knowledge of the topic.
d. Provide a concluding statement or section that follows from and supports the information or
explanation presented.

9-10.W.PDW.5 Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.

Source:
https://www.tn.gov/assets/entities/sbe/attachments/4-15-16_V_B_English_Language_Arts_Stand
ards_Attachment.pdf
 Introduction: (What are we doing?)
You will conduct research on a famous musician or athlete as a means of determining important stages of his or her
life and determining his or her lasting legacy on the world. Think: Who? What? Why? You will write both a formal
composition as well as choose two other modes of writing to convey knowledge gained through the research
process.

Purpose: (Why are we doing this?)

Conducting formal research and synthesizing information into an organized structure is an important aspect of your
English education. Additionally, you should be able to synthesize information, draw conclusions, and make
judgments based on your research that you will demonstrate through various modes of writing.

Audience (Who is reading this?)

Your formal composition will be a featured piece written with the understanding that your audience is the readership
for either Sports Illustrated or Rolling Stone magazine. Consider yourself an expert in the field. Your information
should be written chronologically and highlight all major aspects of your athlete/musicians personal and
professional life.

Requirements: (What has to be in it?)

Complete daybook process writing: crafting research questions, accessing prior knowledge, sources,
double-journal entry style note-taking with sources, pre-writing for multigenre pieces, reflection, and any other
process work you use your daybook for
5 source cards, checked by Ms. Dailey and glued into your daybook in alphabetical order
choose two additional genres of writing to submit in your multigenre research project: unrhymed poetry, song,
obituary, interviews, interior monologues, etc., NY Times op-ed column
1.5-2 page informative research paper + works cited
participation in writers workshop
complete self-assessment of formal writing

Notes: (Anything else I need to know?)

This project is meant to be both creative and productive as you gain skills that will help you in future English
classes. Do not be afraid to talk through your ideas with your peers. Ask Ms. Parrish (the librarian) and I questions
when you are stuck. It is not perfection that I expect but effort and hard work.

Resources:
RCHS Library website (databases): rchs.roaneschools.com/library
MLA questions: https://owl.english.purdue.edu/owl/
Citation Creator: http://www.easybib.com/

Due Dates: (When do we need to turn this in?)

Source cards will be due
Double-journal entries from research will be due
Multigenre pieces will be due
Formal research paper (including evidence from writers workshop and self-assessment) will be due
Process work in daybook to be graded will be due
 Rubric: (How am I graded?)
Source Cards: _________/ 15
Do you have 5 sources from the following: 2-3 databases, 1 website, 1 choice?
Are these sources glued in alphabetical order in your daybook?
Do they meet MLA formatting requirement?

Double-Entry Journal Notes : __________/15

Is your information labeled appropriately for each source?
Have you included your thoughts on the information? Where does this fit in your project?
Do you have information that spans lifetime, both personal and professional, and speaks to
accomplishments?

Multigenre piece #1: ___________/ 35

Type:
Comments:

Multigenre piece #2: ___________/ 35

Type:
Comments:

Process Work: ___________/ 200

Did you craft research questions?
Did you include pre-writing for multigenre pieces?
Did you include a final reflection?

Subtotal #1: ____________/ 200

Comments: