M@ny Write W@ys 2 Write! Multi-Genre Writing Prompts to Improve Writing for Secondary Students

Abstract

This paper reviews and synthesizes the relevant literature of the Writing Workshop (Clippard & Nicalse, 2009; Calkins, 1994), genre theory (Bahktin, 1979), and the efficacy of teaching multi-genre writing (Chapman, 1999; Paine & Johnson-Sheehan, 2011; Purcell-Gates, Duke, & Martineua, 2007) to improve the writing abilities of secondary students. Based on these research findings, a curricular implementation of a daily writing assignment is recommended, especially for English instructors needing resources for teaching struggling writers. More specifically, multi-genre writing is a learner-centered writing curriculum because of the way it relies and builds on the identity (Ivanic, 1998) of each learner. While drawing upon the dispositions of these learners, they gradually become more sophisticated writers as each one builds versatility (Dean, 2008; Paine & Johnson-Sheehan, 2011; Purcell-Gates, Duke, & Martineau, 2007) in their writing. Finally, environmental enhancements are presented and formative assessments (with an emphasis on revision instruction) are recommended for this multi-genre writing curriculum.