(English Journal, vol. 89, Sept. 1999) written by Sirpa T. Grierson, accurately describes the process this
teacher went through while trying to implement a new procedure in her classroom. The purpose of the
article was to describe multigenre writing and the ways in which this approach may be used in the classroom.
Grierson explains that multigenre writing serves as an effective compliment to traditional research papers.
She claims this approach encourages students to “develop the discipline of organizing their thoughts,” (p.51).
I choose this article because I did not know what multigenre writing was. Grierson does a great job explaining this in her article. Multigenre writing is using different forms of writing in one composition. By this I mean, the writing itself varies from poetry, prose, drama and exposition. These sections are referred to as crots. These crots are separated by white space and use no transitional devices to connect them.
An example of the format a student might choose is a as follows, a writer may write a poem from the subjects stand point or choose an already published poem to relate to the subject. This poem can then be followed by a original dialogue the character might have with a friend, a journal entry, or even the subjects “to do “ list. The main point being the student is not writing a traditional five paragraph essay or research paper, rather they are using their critical thinking skills to make connections to the research.
However, the research itself however is done traditionally. The teacher must introduce, or reinforce, the ideas of secondary and primary sources. The teacher may also choose to allow or encourage the students to use the Internet as a source of information. These sources are often dependent on the subject and the choice the teacher makes about options to present to their students. More importantly to the student, rather the students grade, is that the final product “is based on extensive reading and research,” (p.52).
Upon evaluation of the author's ideas, I came to two conclusions: Multigenre writing involves the student in both the experiencing of a novel and the creation of an original product, and I would implement this approach in my classroom. Multigenre writing is appealing to me because it differs from traditional research writing by involving the students’ decisions more so than it does the teachers. It forces the students to draw their own conclusions about the subject. Students must take responsibility for their learning and decision making. “ The writer's imagination fills out ‘the bones’ of the researched facts,”(p.52). The student must think critically about the background information to create an effective project. Multigenre writing also implements some elements of traditional writing such as, voice, perceptive, grammar, and presentation.
Multigenre writing is most appealing to me because it forces the student to think critically about their work, draw connections between what is being taught and what is being learned independently, and to create a final product that is not a regurgitation of some one else thoughts. The one aspect that does not appeal to me is the struggle that will be faced when allowing students to be creative in an otherwise traditionally constrictive environment. “This format forced me to be creative and also provided me a way to express my creativity that I usually suppressed behind a logical, grade-based design,” (p.54). Though this student succeeded many will not. As high school can be a time of apathy in learners, this assignment will be seen as a waste of time. “Some students were struggling. They were unable to immerse themselves as authors. Multigenre research was still “just an assignment” (p.53).
This article reminds me of a writing experience I had in the fourth grade. Our teacher had us research Tribes native to the southwest. Since I am half Navajo Indian, a southwestern tribe, I thought the assignment would be fun because I was going to learn more about my people. Unfortunately, the assignment turned out to be dry. Our teacher gave us an encyclopedia and our text booked and explained that these were to be our sources. He then taught us the five- paragraph essay format and explained that it was to be the format we used. Needless to say, I did not learn very much.
This example is in direct contrast to the idea presented in the article. Rather than allowing the teacher to make all the choices, they are mostly left up to the student. We know from the reader response theory that this is important in creating learners out of students. This is very important to me as an educator as I plan to teach in inner-city areas. These areas are over-run with apathetic students and some teachers. It is important to me to create learners out of my students that far exceed the basic skills, ACT, SAT and other standardized test. I would like my students to not only memorize fact but form an opinion about the information presented to them.
October 18, 2000
Jean
Tommer said that writing Cane was his way of coming to terms with
the racial unrest within himself. This book was his way of releasing the
frustrations inside; by writing about the absurdities and inconveniences
that are inevitable to African Americans living in a white society, Toomer
examines his own personal demons.
Beehive is a poem found toward the beginning
of the novel. This poem personified bees to remark on the monotony and
hard work of African American life. Like bees, African Americans pass by
one another too busy to slow down and notice each other or anything around
them, “Silver bees intently buzzing,” (p. 1117). They work
because it is what they must do to survive and to insure the continuation
of life. “Silver honey dripping from a swarm of bees\ Earth is a waxen
cell of the world comb,” (p.1117). The honey that the bees create does
nothing for the individual rather they work collectively to improve their
cell.
This line is the most insightful to me. Toomer is implying here that African
American people are working to keep themselves down. For instance, some
juvenile offenders are referred to as being “a product of their environment.”
This term is used to describe those adolescence that come from areas with
a high crime rate; and implies that the outside influence of violence has
been internalized. “And I, a drone,\ Lying on my back\ Lipping honey\Getting
drunk with silver honey,”(p.1118). This line further prods the idea of
internalization. Not only do the bees contribute to their cell; it is possible
for them to become intoxicated by the honey. Ironically, this intoxication
leads to dreams of freedom.
“Wish
I might fly out past the moon\ And curl forever in some far-off farm land
flower,” (p.1118). This line is the most poetic to me. The bee has intoxicated
himself on the substance that imprisons him, and his first and only wish
is that of freedom. Toomer’s choice to end the poem with this thought leads
me to believe the idea of emancipation is important to him. He ends the
poem with an optimistic vision of freedom from the toil and injustice of
everyday life.
