Final Project - Snow

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Rebecca Snow
Dr. Christina Saidy
English 507
27 June 2019
Since the recent passage of AB 705 in California, community colleges are required to maximize
efforts to move their students through transfer-level college English and Math within one year
(What is AB 705). English 101x was created to that end, with idea that teachers of the x classes
will use differentiation strategies to increase the probability that most of their students achieve
success in these college level courses. Students taking the English 101x class represent a wide
range of students including moderate and advanced level English language learners, students
who have had gaps in their education, students who have gone to schools with limited resources,
and students with mainstream, well-resourced educational backgrounds.
I was Inspired by Romano’s chapter “The Many Ways of Multigenre” to create a multigenre
unit, and Saidy’s article “Working from the Inside Out: Writing for Community and Democratic
Participation When Citizenship Is in Question” to have the unit focus on a community based
project. I was also inspired by Kittle to bring in conferencing and by Culham to bring in mentor
texts. This final project brings together multigenre and real world writing in a community-based
project. This research assignment will build on the narrative assignment at the beginning of the
semester, where students began by writing about themselves and, for this assignment, will
connect their writing to broader public themes that interest them. This four-day lesson plan will
cover four 3-hour classes which comprise classes 10 through 13 of a 16-week course. These four
classes and the lessons and assignments in them build on the previous work and learning in the
nine previous weeks of the course and build up to the culminating experiences and assignments
after the four lessons, including a short reflection and presentation (Weeks 14 and 15), not
covered in these lessons. This project will culminate with a research paper due week 14 and
presentations that will take place in week 15.
At the beginning of each class, I will answer the following three questions: What are we doing?
Why are we doing it? How are we going to do it? It is important for adults to have agency in
their learning and they need to know the reason behind the activities they are doing, unlike
younger learners who are more willing to accept learning content without context (Knowles et al.
56).
In each class we will then move on to a short story, poem, news article or other text which we
will read together (sometimes out loud, sometimes silently) and then I will ask students to read
against the text with specific questions and invite them to ask their own questions and contribute
their own observations and analysis. We will do this in small groups and then come together as a
class where students will share their takeaways from their group discussions. This will build on
what students learned about analyzing texts though critical literacy, which we will go over and
unpack at the beginning of the semester and though the weekly exercises around this at the
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beginning of each class. The critical literacy activities that students will participate in include six
activities found to be effective in making students aware of and responsive to multiple
perspectives based on a review of 36 articles are reading supplementary texts, reading multiple
texts, reading from a resistant perspective, producing counter texts, conducting student-choice
projects, and taking social action (Behrman 491).
Because many of these students, regardless of their educational backgrounds, have not had the
opportunity to complete real world writing through school, which Cox et al. suggest students do,
writing “we propose that teaching this kind of writing in the English curriculum can tap into
students’ interests, literacy experiences, critical-thinking skills, and rhetorical awareness” (72). I
am also having students do real world writing because adult learners, specifically, need content
that is relevant to their personal and work lives (Knowles 50), I designed a six-week project, the
first four weeks of which are covered in the four lessons (each class meets once per week for two
hours and fifty minutes, including a 15-minute break, during the 16-week semester), that builds
on the real world work they completed earlier in the semester and brings in community writing
which each student can relate to their own personal interests, work, and other activities outside of
school. In addition to giving students the opportunity to connect to their personal lives and
interests though this project, to make this project further relevant, I also brought in community
writing so students can build on their own knowledge and see the benefit of writing outside the
classroom for things that are important to them to give them agency in their own communities
though writing for an authentic audience in a way that is meaningful to them (Saidy 60).
After choosing a focus for their topic, students will begin planning purposeful writing in three
different genres for an authentic audience. Throughout the course, students will move their
writing focus beyond traditional essays and perform work in several genres to examine things
they already know with more rigor and to conduct research with moves that knowledge beyond
their experience, something Romano (2007) calls “inward and outward searching” (92).
They will choose from a list of a list of genres organized into six categories to have multiple
experiences writing for an authentic audience, so to that end each student will have to submit (a
minimum of) one of their writing tasks to a real-world publication, business, or organization.
Student will Use a step-by-step Project Organizer to guide them throughout the process.
Students will find their own mentor texts for each of their genres, as we will have had a
workshop and discussions on how to do this near the beginning of the semester and students will
have been doing this for each assignment to help them develop a deeper understanding of writing
and to get students to intuitively learn how texts are structured in different contexts and for
different purposes and adapt them for their own writing (Ehrenworth 92).
Near the end of each class, three students will be doing a three to five-minute presentation which
they signed up for in advance. For these presentation students need to choose any writing genre
(from the same list of a list of genres organized into six categories which they received at the
beginning of the semester).
I have chosen to use learning contracts as they have been shown to be effective for adult learners
because it gives them agency and makes there learning purposeful, therefore in lieu of a rubric,
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in class during the second week of the project students will be developing learning contacts
where they will each specify their learning needs, learning objectives, learning resources and
strategies, evidence of accomplishment, and how the evidence will be validated to make the
learning goals and the process of the project clear and purposeful (Knowles 266-267). Learning
contracts were developed from Knowles’s “The Adult Learner” (268).
To contribute to students’ success, as Romano (1987) suggests, I will be meeting with students
informally in each class and will also have a formal conference with each student during the
forth week of the project to talk with them about their work (86).
One of the things I am focusing on with this project is differentiating as much as possible for
each student, while paying special attention to students with learning differences, English
learners, and those who need more support with motivation or individual attention (Knowles 31).
I will keep track of where each student was in their project using an Excel spreadsheet.
I have included Romano’s “Research Design for the Multigenre Research Project” student guide
from the Tom Romano webstite to supplement my instructions to give students additional
context. The rough draft of the final assignment sheet is developed based on Romano’s (2007)
multigenre research project Multigenre Research Project and Research Design examples (93-94).
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Multigenre and Real World Writing in a Community Based Project
This project brings together the real world writing we have been doing in the class, represented
through multiple genres in the same project. Here is your opportunity to apply everything you
have learned in this course to the real world with the purpose of creating a finished product for
an authentic audience and an authentic purpose in a community-based setting.
Pursue something that you are passionate about, answer a question of immense interest to you,
and display your learning though a multigenre research project that can be used to solve a real
world problem. The topic you choose does not have to solve the entire issue (though it can!), but
must create a real solution to at least a part of it.
First, choose a broad topic that interests you. You can begin by brainstorming a few interests and
see different ways that you can develop one of them into a multigenre project.
In addition to your research paper and reflection, you will write in any three writing genres you
choose from the list of genres organized into six categories. This is the same list you choose from
for your individual presentation. You can also propose different genres that are not included in
the list.
Required Research Sources of Your Inquiry
 At least one book (remember to read strategically: skim, scan, read from the outside in,
go deep where you need to)
 Articles (these can be journal articles, news articles, internet sources)
 Primary Sources (these can be interviews, a short ethnography, anecdotes, observations)
Keep in mind what you learned from our workshops on finding and assessing academic,
news, and internet sources, and the work we have been doing around this throughout the
semester.
Research Design
 Based on the topics you chose, get into groups of 2 to 5 people (you can also work on
your project alone, if you prefer, with the caveat that you will probably be doing more
work than if you chose to do your project in a group).
 Once you are in your groups, define a local problem (or broader if you are going to tackle
a step toward solving your problem) related to your interest.
 Identify some problems related to your interest.
 Brainstorm some solutions to the problem which can be solved through multiple writing
tasks.
 Begin to develop a research question to narrow down the solution to your problem
 Once you have your topic, problem, and solution (which includes your research question,
begin filling out your proposals for the project).
 Each student will have to submit (a minimum of) one of their writing tasks to a real-
world publication, business, or organization.
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 Use these instructions and the step-by-step Project Organizer to guide you throughout the
process.
 I am available to help guide you through any and all steps of this process from
brainstorming, to formulating a research question, to selecting your writing genres and
finding mentor texts, or anything you need to be successful with this project in class, in
office hours and individual appointments in the Writing Center, though email, and via
Zoom meetings.
 For the third class meeting for our project, we will meet for class in the Writing Center
where we will do our usual class activities for the first half of the class and have
individual conferences there for the second half of the class.
Because you will need to find mentor texts for each genre you are writing in, draw on what you
learned in our workshop and the work you have been doing searching for your and using your
own mentor texts throughout the semester.
Each student will:

 Write in three genres
 Write a research paper (due the fifth week of the project)
 Write a short reflection (due the sixth and final week of the project)
 Do a presentation (on the six and final week of the project)
The research paper is due Week 14.
Your short reflection and group presentation is due Week 15.

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Learning Contract for:
Name ________________________________________________________________________
Activity ______________________________________________________________________
Learning Learning Resources Evidence of Criteria and Means for

Objectives and Strategies Accomplishment of Validating Evidence
Objectives
Writing Genre Choices:
Choose from any of the three genres below. Texts we have done work with are in bold. I have
included stretch texts which we have discussed in class, if you are feeling rather brave, that you
can also choose from these for your writing genres.
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Schedule for Multigenre Research Project
Week 10 Multigenre Research Project Day 1 (Lesson 1)
Critical Literacy Reading: Excerpt from Gloria E. Anzaldúa’s Borderlands/La Fronteria: The
New Mestiza
Journal questions: Why develop a research question?
Mini-lesson / workshop: “Formulating a Research Question”
Activities:
Locate research questions in mentor texts.
Develop research question.
Go over instructions for mgp.
Begin proposal and learning contract.
Individual Presentations (These are separate from their MGP research presentations and they
signed up for these during Week 2)
Multigenre Research Proposal Due

Learning Contract Due
Critical Literacy Reading: Excerpt from J. D. Vance’s Hillbilly Elegy
Journal questions: Who is a writer?
Mini-lesson / workshop: “Finding and Using Mentor Texts”
Activities: Discuss the audience, purpose, genre, and usability of in ways that are relevant to
their lives of multiple types of texts.
Brainstorm finding mentor texts in groups and discuss how to create for your own purpose.
Crate a rough draft of a text for your project, based on a mentor text of your choice.
Individual Presentations
Critical Literacy Reading: Coates, Ta-Nehisi. “The Case for Reparations.”

Journal questions: What is your theory of writing?
Mini-lesson / workshop: “Why and How Successful Writers Have a Writing Process”
Activities: Review and discuss Romano’s mgp examples in the Writing Center and discuss how
you can apply these strategies to your own project.
Peer review two other students: praise, question, polish.
Critical Literacy Reading:

Journal questions: What is your writing process?
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Mini-lesson / workshop: “MLA Style: The Works Cited Page” (we have already covered an
overview of style guides and MLA style and in-text citations in other workshops)
Activities:
MLA Style Works Cited presentation.
Discuss steps of the writing process in groups.
Come tougher and present to the class what your group discovered about your step.
Individual student conferences and work on projects.
(Paper due next week; presentations the following week)
Week 14 Multigenre Research Project Day 5
Multigenre Research Papers Due.
Week 15 Multigenre Research Project Day 6
Multigenre Research Presentations.

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Unit Objectives:
Students will learn how to bring together real world writing in multiple genres in a community-
based project to create a solution to a problem related to something that is meaningful to them.
They will utilize what they have learned throughout the semester to find mentor texts that they
can use as templates to complete their work in their chosen genres. Students will work together
to discuss this and begin to develop a research question from which the solution to the problem
they want to solve will flow. Students will incorporate a critical literacy perspective for
approaching their research, building on the weekly critical literacy exercises students participate
in weekly throughout the semester at the beginning of each class.
DAILY LESSON PLAN FORM
Teacher: Rebecca Snow Class: ENG 101x – Week 10 (Lesson 1) Date: October 22, 2019
Lesson 1 Objectives:
Students will learn how to develop a research question and after brainstorming will use this to
develop their own research question for their project. Students will work together to discuss this
and create a draft of their proposal. Students will use critical literacy skills to analyze and discuss
issues around gender, intersectionality, and LGBTQ identities.
Student
Lesson 1 Materials Needed:
 Writing Journals (students)
 Computer, projector, internet access, Google Slides presentation:
https://docs.google.com/presentation/d/1eH5ywSvdr1oXAMbfXhexZ4Tx3FAeMR8gfmy
QnYX4R48/edit?usp=sharing (teacher)
 Critical Literacy Mentor Text: Excerpt from Gloria E. Anzaldúa’s Borderlands/La
Fronteria: The New Mestiza
 Journal Articles/Research Paper Mentor texts (teacher)
o Mulvey, Laura. Visual Pleasure and Narrative Cinema.
o Haviland, John B. Anchoring, Iconicity, and Orientation in Guugu Yimithirr
Pointing Gestures.
o Smith, Bruce D., Zeder, Melinda A. The Onset of the Anthropocene.
o Levy, Daniel and Sznaider, Natan. The Institutionalization of Cosmopolitan
Morality: The Holocaust and Human Rights
o Eiss, Paul K. Introduction: Mestizo Acts
o Hare, Brian, Wobber, Victoria and Wrangham, Richard.
o The Self-Domestication Hypothesis: Evolution of Bonobo Psychology is Due to
Selection Against Aggression
o Heath, Shirley Brice. What No Bedtime Story Means: Narrative Skills at Home
and School.
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o Sarah A. Radcliffe. Gendered Frontiers of Land Control: Indigenous Territory,

Women and Contests Over Land in Ecuador
Lesson 1 Activities:
Time Teacher Procedures Student Responsibilities
5 min. Lesson 1 Intro to Class:
I will refresh students on where we ended on the I will engage students in helping me situate where
last class and add what we are going to do today. we left off before introducing what we will be
I will explain what are we doing, why are we doing today.
doing it, and how we are going to do it.
15 min. Lesson 1 Critical Literacy Discussion:

Opening of Class Reading: Excerpt from Gloria
E. Anzaldúa’s Borderlands/La Fronteria: The
New Mestiza
After reading an excerpt, we will start by The reading will take five minutes, then students
looking at the structure of the text through the will discuss in groups for five minutes and will then
way Anzaldúa effectively intertwines poetry come together and discuss as a class for five
and prose. I will ask students to look at this minutes.
though a lens of critical literacy, with specific
questions that read against the text related to
power and privilege, such as whose voice is
heard, whose voice is silent (I will do this at the
beginning of every class: questions are around
race, gender, class, ability, etc.)
15 min. Lesson 1 Journal Writing:

I will ask students to respond to the journal Students will respond to the following question
question on the board. Journal writing will be a about developing research questions in their
regular activity near the beginning of every class. journals:
Today’s journal response question is related to
formulating a research question. (At this point in In research papers, it is important to develop a
the semester, students are already familiar with research question to guide your research and to
the structure of research papers and have inform your audience of the goal of your research.
participated in a workshop on strategies for When in your research and writing process do you
reading a research paper. think you should begin to develop your research
question? At what point do you think you should
have your research question developed?
Considering the structure of a research paper, what
point in the paper do you think you want to
introduce you research question to your audience?
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40 min. Lesson 1 Workshop (Mini Lesson, Practice,

Sharing):
Formulating a Research Question Together, the members of each group will locate
I will ask students to get into groups of 4 to 5 the research question and work together to develop
each. Each group will receive a different research a short summary of the purpose of the research.
paper. The papers are from a variety of different Each group will then share with the class their
disciplines. research question, their process for locating it, and
a short summary of the purpose of the research.
15 min. Lesson 1 Break
15 min. Lesson 1: Introduction to Final Project /

Research Paper Students will receive their instructions and ask
I will go over all aspects of the final project and questions and discuss ways of approaching their
give students the assignment sheets (multigenre projects.
research instructions and research design) and the
graphic organizer they will fill out as they
complete each task which will help guide them
through the project.
40 min. Lesson 1 Student Activity: Students will brainstorm ideas about their project.
I will encourage students to get into groups (but After brainstorming ideas, they will begin to fill out
they will not be required to do so) and direct them a proposal. The instructions include guidelines on
as they start formulating ideas for their project. I making a proposal, a list of genres organized into
will also walk around the classroom and six categories, instructions on each step of the
informally conference with students as the research project, and a learning contract (in lieu of
brainstorm their ideas for their project and begin a rubric).
filling out their proposals.
20 min. Lesson 1 Student Presentations: Three students will do their individual

Each week three students will present a presentations. (This is separate from their research
presentation in any writing genre, from the same presentations. Near the beginning of the semester,
list of genres organized into six categories they each student will choose a genre and topic write a
received for the multigenre research project, on proposal for their presentation, then sign up for a
any topic that interests them (students did their day to do it, with three presentations happening
proposals for this project and signed up for their each week) Each presentation is 3 to 5 minutes with
presentation date in week 2). I will take notes on some extra time scheduled in for students to ask the
each presentation and provide students with presenter questions.
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written feedback.
5 min. Lesson 1 Closing: Students will have an opportunity to ask any

I will summarize what we did and remind questions they have about the project.
students to work on defining a rough draft of a
research question for next week and let them
know that next week they will be completing
their learning contracts in class.
Lesson 1: How Student Learning is Assessed and Analyzed (formal and informal):
Informal Assessments:
Walk around the class and observe students as they talk.
Informal conferences with individuals and groups.
Formal Assessments:
Review and provide written feedback on journal responses.
Provide students with written feedback for their individual presentations.
Teacher: Rebecca Snow Class: ENG 101x – Week 11 (Lesson 2) Date: October 29, 2019
Students will learn how to access, locate, and utilize mentor texts. Students will work together to
discuss this and create their own drafts of their choosing based on one of the mentor texts
examples in class. Students will use critical literacy skills to analyze issues around class and
privilege. Students will peer review two other students works using the praise, question, polish
format.

 Critical Literacy Mentor text (teacher): Excerpt from J. D. Vance’s Hillbilly Elegy
 Student Activity Mentor Texts: John Hollander, “Kitty,” John Hollander, “Kitty and
Bug,” William Shakespeare, “Sonnet 130,” David Sedaris, “Me Talk Pretty One Day,”
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Dorothea Lange, two Depression Era photos, wedding invitation, three text messages,
resume, cover letter, business letter, Infographic by StephenKingBooks, two signs, two
symbols, one Civil War letter written by a soldier, two memes, two logos, two graffiti
artworks (one Banksy).
Lesson 2 Critical Literacy Discussion:

15 min. Opening of Class Reading: Excerpt from J. D.
Vance’s Hillbilly Elegy.
After reading excerpt, I will ask students to look The reading will take five minutes, then students
at this though a lens of critical literacy, with will discuss in groups for five minutes and will then
specific questions that read against the text come together and discuss as a class for five
related to power and privilege, such as whose minutes.
voice is heard, whose voice is silent (I will do this
at the beginning of every class: questions are
around race, gender, class, ability, etc.)
Lesson 2 Journal Writing:

15 min. I will ask students to respond to the journal Who is a writer? In other words, how do you
question on the board. define who a writer is? How has this changed since
the beginning of the semester? Has the value you
place on the day-to-day writing you do in your own
life changed this semester? How or how not?
Lesson 2 Workshop (Mini Lesson, Practice,

40 min. Sharing):
Finding and Using Mentor Texts
I will ask students to get into groups of 4 to 5 Students will be presented with multiple texts. For
each. Each group will receive a different type of each text, they will discuss the audience, purpose,
text. The papers are from a variety of different genre, and usability in ways that are relevant to
genres. their lives (Cox et al. 73).
15 min. Break
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40 min. Lesson 2 Student Activity:

I will go over all aspects of the final project and Students will get back into groups and brainstorm
give students the assignment sheets (multigenre ideas together about where to find specific mentor
research instructions and research design) and the texts. Next, they will discuss how to use these to
graphic organizer they will fill out as they create their own texts for similar purposes.
complete each task which will help guide them
through the project.

I will give students the choice of staying in Students will each create their own rough draft of
groups or working alone. I will also walk around one of the texts from the examples for one of the
the classroom and informally conference with three genre pieces for their project.
students as they create a rough draft of a text
based on one of the texts from the examples.
20 min. Lesson 2 Student Presentations:

Individual student presentation. I will take notes Three students will do their individual
on each presentation and provide students with presentations. Each presentation is 3 to 5 minutes
written feedback. with some extra time scheduled in for students to
ask the presenter questions.
5 min. Lesson 2 Closing:

I will summarize what we did and remind Students will have an opportunity to ask any
students of what we will be working on next questions they have about the project.
week.
Lesson 2 How Student Learning is Assessed and Analyzed (formal and informal):
I will walk around the class and observe students.
I will conference with students individually and in groups.
Formal Assessments:
I will review and provide written feedback for the individual rough drafts of the mentor texts.
I will provide written feedback for the individual presentations.
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Review and provide written feedback on journal responses.
Teacher: Rebecca Snow Class: ENG 101x – Week 12 (Lesson 3) Date: November 5, 2019
Students will learn how to analyze their own theory of writing. Students will work together to
discuss and analyze multigenre research project mentor texts. Students will use critical literacy
skills to analyze issues around race, power, intersectional identities, history of race and its effects
today.

 Critical Literacy Mentor text (teacher)
o Coates, Ta-Nehisi. “The Case for Reparations.”

Opening of Class Reading: Excerpt from Ta-
Nehisi Coates, “The Case for Reparations.”
After reading an excerpt from this article, I will The reading will take five minutes, then students
ask students to look at this though a lens of race will discuss in groups for five minutes and will then
and intersectional identity, with specific questions come together and discuss as a class for five
about how this relates to power, privilege, minutes.
history, and how that history informs the present.

I will ask students to respond to the journal Students will respond to the following question
question on the board. Today’s journal response about developing research questions in their
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question is related to forming their own theory of journals:

writing.
What is your theory of writing? In other words,
what do you see as the some of the purposes of
writing in different contexts? What value does
writing have for you in your life. What value do
you see writing has for others? How has this
changed since the beginning of the semester?
Lesson 3 Workshop (Mini Lesson, Practice,

40 min. Sharing)
Working with Mentor Texts
I will ask students to get into groups of 4 to 5 We will go to the Writing Center and adjoining
each. Computer Lab and students will review and discuss
examples of Romano’s (website) multigenre
research projects and discuss how they can apply
different strategies from them in their own projects.
They can switch and share the examples as they
wish. They will also work on their own projects
during this time.
15 min. Lesson 3 Working with Mentor Texts

I will ask students to work on their project for 15 Students will continue to work on their projects for
more minutes. another 15 minutes.
40 min. Lesson 3 Student Activity: Peer Review

I will ask students to give feedback on paper to We will stay in the Writing Center for the duration
two other students using praise, question, polish. of class. Students will provide feedback to two
other students on their project using the praise,
question, and polish format.

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week.
Students will give feedback to two other students and I will review their feedback.
Formal Assessments:
Teacher: Rebecca Snow Class: ENG 101x – Week 13 (Lesson 4) Date: November 12, 2019
Students will use their critical literacy skills to analyze issues around disabilities and privilege.
Students will discuss and analyze different parts of the writing process from their own
perspectives and them come together as a group and share their discoveries. Students will refresh
participate in a refresher on MLA Style Works Cited pages and discuss their process together.
Students will participate in individual peer reviews with me.

 Journal articles (teacher)
 Critical Literacy Mentor text (teacher): “The ‘Boys’ in the Bunkhouse,” by Dan Barry
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Opening of Class Reading:
“The ‘Boys’ in the Bunkhouse,” a New York
Times investigative article by Dan Barry
After reading an excerpt from article, I will ask The reading will take five minutes, then students
students to look at this though a lens of critical will discuss in groups for five minutes and will then
literacy, with specific specifically around issues come together and discuss as a class for five
of intellectual disabilities and privilege. minutes.

I will ask students to respond to the journal Students will respond to the following question in
question on the board. Today’s journal response their journals:
question is related to asking students what their
writing process is and how it has developed and What is your writing process? In other words,
will continue to develop. what steps do you take from beginning to end when
you have a writing task to accomplish? How has
this changed since the beginning of the semester?
How to you expect your process to continue to
develop and grow?
20 min. Lesson 4 Workshop (Mini Lesson, Practice,

Sharing):
MLA Style: The Works Cited Page
I will do a short Google Docs Presentation about Students will participate in the question and answer
the MLA Style Works Cited Page. section of the short Google Docs presentation and
then work on their individual Works Cited pages.
We will come together for the last five minutes for
students to ask questions and discuss how they are
doing.

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20 min. Lesson 4 Writing Process Group Discussion

and Presentations
I will ask students to get into groups of 4 to 5 Each group will receive a different writing process
each. Each group will receive a different step: Pre-planning, drafting, writing, revising,
Multigenre Research Paper. There are five polishing. (There will be two groups of each,
examples, so some groups will have the same roughly 8 total groups. Students will discuss their
ones. writing process step in detail and prepare a short
presentation to share with the class. Each group
will talk for two minutes about what their step in
the writing process means to them.

Student Conferences Students will work on their individual projects
either in groups or individually (their choice) while
I do individual student conferences.


week.
Formal Assessments:
I will provide written and oral feedback for their individual conferences.
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Works Cited
Behrman, E. H. (2006). Teaching about language, power, and text: a review of classroom
practices that support critical literacy. Journal of Adolescent & Adult Literacy, 49(6),
490-498.
Cox, Michelle, Christina Ortmeier-Hooper, and Katherine E. Tirabassi. “Teaching Writing for
the ‘Real World’: Community and Workplace Writing.” English Journal, vol. 98, no. 5,
May 2009, 72-80.
Culham, Ruth. The Writing Thief: Using Mentor Texts to Teach the Craft of Writing. Stenhouse
Publishers, 2016.
Dean, Deborah. Genre Theory: Teaching, Writing, and Being. National Council of Teachers
of English, 2008.
Dornan, Reade W., et al. “A History of Composition Pedagogy. Within and Beyond the Writing
Process in the Secondary English Classroom,” Pearson, 2003, pp. 215-236.
Downs, Douglas and Wardle, Elizabeth. “Teaching about Writing, Righting Misconceptions:
(Re)envisioning ‘First-Year Composition’ as ‘Introduction to Writing Studies’” College
Composition and Communication, vol. 58, no. 4, Jun 2007, 552-584
Ehrenworth, Mary. “Grammar—Comma—a New Beginning.” English Journal, vol. 92, no 3.
Jan. 2003, 90-06.
Fletcher, Ralph and Portalupi, JoAnn. “Launching the Workshop” in Writing Workshop: The
Essential Guide. Heinemann. 2001.
Hase, Stewart and Kenyon, Chris. “From Andragogy to Heutagogy.” Southern Cross University.
pandora.nla.gov.au/nph-wb/20010220130000/http://ultibase.rmit.edu.au/Articles/
dec00/hase2.htm. Accessed 20 June 2019.

Snow 21
Hillocks, Jr., George. “Middle and High School Composition.” Research on Composition:
Multiple Perspectives on Two Decades of Change, edited by Peter Smagorinsky,
Teachers College, Columbia University, 2006, pp. 48-77.
Kittle, Penny. Write Beside Them: Risk, Voice, and Clarity in High School Writing, Heinemann,
2008.
Knowles, Malcom S., Holton III, Elwood F., and Swanson, Richard A. The Adult Learner: The
Definitive Classic in Adult Education and Human Resource Development. Sixth Edition.
Elsevier, 2005.
Pritchard, Ruie J. and Honeycutt, Ronald L. “The Process Approach to Writing Instruction:
Examining Its Effectiveness.” Handbook of Writing Research. Second Edition. Edited by
Charles A. MacArthur, Steve Graham, and Jill Fitzgerald, Guilford Press, 2005, pp. 275-
290.
Romano, Tom. Clearing the Way: Working with Teenage Writers, Heinemann, 1987
Romano, Tom. “The Many Ways of Multigenre.” In 21st Century Writing: New Directions for
Secondary Classrooms and Teaching the Neglected ‘R’, edited by Thomas Newkirk and
Richard Kent, Heinemann, 2007, pp. 87-102.
Romano, Tom. Tom Romano. Personal professor website. users.miamioh.edu/romanots/
Tom_Romano.html. Accessed 25 June 2019.
Romano, Tom. “Research Design for the Multigenre Research Paper,” assignment handout.
users.miamioh.edu/romanots/assignments.htm. Accessed 26 Jun 2019.
Saidy, Christina. “Working from the Inside Out: Writing for Community and Democratic
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Snow 22
“What is AB 705?” California Community Colleges. assessment.cccco.edu/ab-705-
Implementation. Accessed 20 June 2019.

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Snow 1

Dr. Christina Saidy

Multigenre and Real World Writing in a Community Based Project

Required Research Sources of Your Inquiry

Each student will:

The research paper is due Week 14.

Your short reflection and group presentation is due Week 15.

Learning Contract for:

Learning Learning Resources Evidence of Criteria and Means for

Writing Genre Choices:

Schedule for Multigenre Research Project

Week 10 Multigenre Research Project Day 1 (Lesson 1)

Week 11 Multigenre Research Project Day 2 (Lesson 2)

Multigenre Research Proposal Due

Week 12 Multigenre Research Project Day 3 (Lesson 3)

Critical Literacy Reading: Coates, Ta-Nehisi. “The Case for Reparations.”

Week 13 Multigenre Research Project Day 4 (Lesson 4)

Critical Literacy Reading:

(Paper due next week; presentations the following week)

Week 14 Multigenre Research Project Day 5

Multigenre Research Papers Due.

Week 15 Multigenre Research Project Day 6

Multigenre Research Presentations.

DAILY LESSON PLAN FORM

o Sarah A. Radcliffe. Gendered Frontiers of Land Control: Indigenous Territory,

15 min. Lesson 1 Critical Literacy Discussion:

15 min. Lesson 1 Journal Writing:

40 min. Lesson 1 Workshop (Mini Lesson, Practice,

15 min. Lesson 1 Break

15 min. Lesson 1: Introduction to Final Project /

20 min. Lesson 1 Student Presentations: Three students will do their individual

5 min. Lesson 1 Closing: Students will have an opportunity to ask any

DAILY LESSON PLAN FORM

Lesson 2 Materials Needed:

Lesson 2 Critical Literacy Discussion:

Lesson 2 Journal Writing:

Lesson 2 Workshop (Mini Lesson, Practice,

40 min. Lesson 2 Student Activity:

15 min. Lesson 2 Student Activity:

20 min. Lesson 2 Student Presentations:

5 min. Lesson 2 Closing:

Review and provide written feedback on journal responses.

DAILY LESSON PLAN FORM

Lesson 3 Materials Needed:

15 min. Lesson 3 Critical Literacy Discussion:

15 min. Lesson 3 Journal Writing:

question is related to forming their own theory of journals:

Lesson 3 Workshop (Mini Lesson, Practice,

15 min. Lesson 3 Break

15 min. Lesson 3 Working with Mentor Texts

40 min. Lesson 3 Student Activity: Peer Review

20 min. Lesson 3 Student Presentations:

5 min. Lesson 3 Closing:

DAILY LESSON PLAN FORM

Lesson 4 Materials Needed:

15 min. Lesson 4 Critical Literacy Discussion:

15 min. Lesson 4 Journal Writing:

20 min. Lesson 4 Workshop (Mini Lesson, Practice,

15 min. Lesson 4 Break