Ellen Dailey

Dr. Hartman
ENED 683
November 8, 2017

Dear Dr. Hartman,

After considering your feedback on my WAD Design Phase I, I have made some changes
to the assignment. I added a section concerning audience and who is meant to read the formal
writing section of the assignment. I also created a working calendar for the project to keep
students on task and remind them of due dates. Lastly, I have included the method by which I
intend to grade the formal written portion of the multigenre project.
The assigning portion of this project was somewhat frustrating as I had to find a peer to
serve as a student to complete the assignment. I can understand why noone would want to do
extra work on top of their job and graduate school homework. Thankfully, I finally begged until
one agreed. Ironing out what he needed to complete was not a huge obstacle, and he was able to
complete the work in plenty of time for me to assess it. I will say that it is much more
intimidating to assess ones peer than it is a student, but as with any writing, there are always a
few corrections to be made. Unfortunately, it was difficult, especially with the multigenre pieces,
to determine if errors were made or if he was intentionally shifting standard grammar as
emphasis and as a stylistic feature within the more creative writing portions.
Ultimately, I think I have decided to grade the formal writing portion as a completion
assignment so that students will focus on the written feedback and practice using the state rubric.
I dont think I will disclose this to my students until after they have completed the project, but I
will count off points for length as well as not including in-text citations and/or a works cited.
What are your thoughts on this? Also, after completing the section on New Media, do you feel
like I should have some specific elements like style, design, etc. that I should assess on the
multigenre pieces or is it appropriate to be more personally subjective?

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
a specific 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 information collection, process work, drafting, reflection, etc.
I will use the TNReady Grades 9-12 Informational/Explanatory Rubric to grade the
formal written portion of the assignment. Per my principal's request, we [teachers] are expected
to spend time dissecting the rubric with students and using it as a tool for assessment throughout
the school year. This is done not only to introduce it to students and make them aware of state
expectations for the writing portion of their end of course exam, but it is also used as a
grade-level tool to make judgements on academic performance and classroom placement. My
goal is to make the rubric accessible to students and use it so that the high-stakes writing in the
Spring does not seem as daunting because students will have a clear understanding of the state of
Tennessees expectations.

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 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 the 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.KID.1 Analyze what a text says explicitly and draw inferences; cite the strongest, most
compelling textual evidence to support conclusions.
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:

Link to TNReady Grades 9-12 Informational/Explanatory Rubric for formal academic portion:

http://tn.gov/assets/entities/education/attachments/rubric_writing_g9-12_explanatory.pdf
 CALENDAR
*DW:Daybook Writing *PW: Process Work
Week Day 1: Day 2: Day 3: Day 4: Day 5:
1 Introduce Choose topics Gallery Walk: Library DW:Creating
Assignment *DBW examples of Introduction research
What do you multigenre -databases questions
already know? pieces -card catalog
-Evaluating
sources

Week Day 6: Day 7: Day 8: Day 9: Day 10:

2 Modeling: PW: PW: PW: PW:
finding Double-Journal Double-Journal Double-Journ Double-Journal
sources; Entries Entries (sources) al Entries Entries
creating (sources) *source cards (sources) (sources)
source cards due *Conferences

Week Day 11: Day 12: Day 13: Day 14: Day 15:
3 PW: *check-in day* DW: Drafting for DW: Drafting DW: Drafting
Double-Journ multigenre for multigenre for multigenre
al Entries pieces pieces pieces
(sources) *Conference *Conferences
*Conference s
s

Week Day 16: Day 17: Day 18: Day 19: Day 20:
4 Formal Formal Formal Formal Writers
Composition Composition Composition Composition Workshop
Drafting Drafting Drafting Drafting

Week Day 21: Day 22: Day 23: Day 24: Day 25:
5 Self-Assessm Classroom Classroom Formal Process Work
ent; Gallery Gallery Composition &
Revising Presentations Presentations Due Self-reflection
Due