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Genre Project

Page history last edited by Ms. Edwards 15 years, 2 months ago

You choose!

 

What do YOU want to write?

What do YOU want to learn to write?

 

Project Information

 

Choose: Genre Expectations     Genre Resources  Goal/Timeline Sheet

 



Genre Projects

Goal: provide support, advice, and encouragement to reach our goal of providing our audiences with the best in researched and original expository, narrative, and persuasive products.

 

Expectation: demonstrate your skills in writing for specific audiences and purposes.

 

You will be expected to follow the writing process, revise for content, organization, and style: ideas, organization, word choice, voice, and sentence fluency (traits of writing--COS),  edit for conventions (CON), and publish a finished project which has considered topic, audience, and purpose (TAP).  The projects you choose are based on the requirements for your grade level.

 

Six Trait Sites: 

 http://www.kimskorner4teachertalk.com/writing/sixtrait/sixtrait/handbook.html

http://www.mukwonago.k12.wi.us/~olejnma/index.htm

http://www.aea11.k12.ia.us/curriculum/6_traits/information.html

 

  

 Six Trait Presentation Collaboration Rubric    Rubric including the Writing Process

 

Although you will complete your own projects, working with other people (your group members) is key to your success and required for meeting Essential Academic Learning Requirements in analyzing writing and offering feedback.  To be successful, you will need to learn, understand, and apply the Six +2 Traits of Writing,  process and trait criteria, reflections on your learning, and a log of your finished projects. Your group will encourage you, offer suggestions for revision and editing your writing, and help you with mini-lessons and tracking your progress (reflections and logs).

 

In addition, you will need to read resources on your genres, research ideas, participate in mini-lessons, and self-evaluate your project based on genre expectations, trait improvement, and writing process efforts. To receive a grade you must document, track, and self-evaluate your work and learning, organizing your work and documentation in your own way.  Your peers may help you with ideas on how to organize (three ring binder, notebook, folders).  Need a specific lesson or materials? Click here for form.

 


Documentation Forms

 

resource list; genre project tracking; timeline plan; genre- CSI- log of work and lessons; writing process and six trait reflectio; grade level expectation (gle) reflection; self-evaluation from rubric; group process evaluation.  These may be found at:

 

http://spreadsheets.google.com/pub?key=phjMpIkPupK9IzZ2PsOvtIw

 

 

Tip

You must help your group, and your group must help you keep up with and organize your projects.  Part of your grade is based on your group process of collaboration and cooperation. Your timeline plan will help you stay on track and not fall behind.

This project allows you to work as a team member who is responsible for part of a project for your team and your class.  Enjoy your journey: your success is the success of all of us.

 


 

Terms

audience: the expected readers of a text

 

draft: Verb- compose. Noun-preliminary version of a piece of writing

 

edit: preparing writing for final draft by checking spelling, punctuation, capitalization, usage, paragraph indentation, neatness, and legibility.

 

genre (form): organization of specific types of writing within a general category of purpose/mode (e.g., if the form is editorial, then the purpose/mode is persuasive or possibly expository; if the form is a tall tale, then the purpose/mode is narrative).

 

prewriting: the thinking and planning the writer does before drafting, including considering the topic, audience, and purpose; gathering information; choosing a form; determining the role of the writer; and making a plan.

 

publishing: A final draft shared (written or orally) with an audience, large or small; displayed publicly; sent to a newspaper, contest, or magazine; or posted on a wall or website.

 

purpose: the reason to write

 

read-around group: During peer revision, a small group of students take turns reading their pieces and receiving feedback from the rest of the group.

 

recursive: Writing does not follow a linear process. The act of composing involves prewriting, drafting, revising, editing, and publishing.  Writers often perform these acts many times in a different order as a piece is completed.  As authors write, they think a little, write a little, and go back and cross out something already written or add something.  They also may reread and think some more. In this recursive process, writers do NOT have to start at the beginning --they can start with the easiest or most difficult part.

 

research report: an expository account of an event or findings about a topic that a student has researched.

 

revise/revision: The process of reworking or reseeing writing, which includes considering changes in audience, purpose, focus, organization, and style.  It includes elaborating, emphasizing, clarifying, or simplifying text (adding, deleting, reordering, or substituting).

 

rubric: criteria for evaluation and descriptions of evidence for meeting that criteria.  A rubric allows for standardized evaluation according to specified criteria.

 

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