Markcomp1WAS

Writing Analysis Strategy: Part III: Analysis of a Multigenre Piece

Read each piece of the project carefully and check all that apply. Write specific examples in the space below for each of the genres in the project.

Genre __Welcome from the Editor______________________ Examples

What effective choices did the writer make regarding use

of information, appearance, and point of view?

1. The reader learns about the topic from the piece. □ X 2. What visual techniques did the writer use to enhance

authenticity and mood?

Appearance

Font □ X

Arrangement on page □

Graphics □ X

Other □

3. What point of view did the writer select?

The subject’s □

An inanimate object’s □

Other □ Organization

How did the writer choose to organize the piece to

accomplish the purpose?

1. Organizational pattern

Chronological □

Order of importance □X

Categorical □

Inverted pyramid □

Problem solution □

Spatial □

Other □X ©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project. Portsmouth, NH: Heinemann.

HANDOUT 2F 2. Lead

Makes reader want to read on □ X

Introduces subject □ 3. Transitions

Uses words or phrases to link ideas □

Ideas lead naturally one to the next □ X

Lack of transitions is appropriate for piece □ 4. Ending

Smooth and natural □

Piece feels like a unified whole □

Writer effectively leaves the reader in

suspense or wonder □ X Language and Style

Which word choices are particularly effective?

Specific action verbs □

Specific nouns □

Unique language use □

Sentence variety □ What language techniques did the writer use to

enhance authenticity and mood?

Spelling □

Sentence style □

Dialect □

Register □

Other □

©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project. Portsmouth, NH: Heinemann.

HANDOUT 2F (continued)

Writing Analysis Strategy: Part III: Analysis of a Multigenre Piece

Read each piece of the project carefully and check all that apply. Write specific examples in the space below for each of the genres in the project.

Genre __Interview_________________________ Examples

What effective choices did the writer make regarding use

of information, appearance, and point of view?

1. The reader learns about the topic from the piece. □ 2. What visual techniques did the writer use to enhance

authenticity and mood?

Appearance

Font □

Arrangement on page □ X

Graphics □

Other □

3. What point of view did the writer select?

The subject’s □

An inanimate object’s □

Other □X Organization

How did the writer choose to organize the piece to

accomplish the purpose?

1. Organizational pattern

Chronological □X

Order of importance □

Categorical □

Inverted pyramid □

Problem solution □

Spatial □

Other □ ©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project. Portsmouth, NH: Heinemann.

HANDOUT 2F 2. Lead

Makes reader want to read on □ X

Introduces subject □ 3. Transitions

Uses words or phrases to link ideas □

Ideas lead naturally one to the next □ X

Lack of transitions is appropriate for piece □ 4. Ending

Smooth and natural □

Piece feels like a unified whole □X

Writer effectively leaves the reader in

suspense or wonder □ Language and Style

Which word choices are particularly effective?

Specific action verbs □

Specific nouns □

Unique language use □X

Sentence variety □ What language techniques did the writer use to

enhance authenticity and mood?

Spelling □

Sentence style □

Dialect □ X

Register □

Other □

©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project. Portsmouth, NH: Heinemann.

HANDOUT 2F (continued)

Writing Analysis Strategy: Part III: Analysis of a Multigenre Piece

Read each piece of the project carefully and check all that apply. Write specific examples in the space below for each of the genres in the project.

Genre ___Fast Facts: Divorce in America_____________ Examples

What effective choices did the writer make regarding use

of information, appearance, and point of view?

1. The reader learns about the topic from the piece. □ 2. What visual techniques did the writer use to enhance

authenticity and mood?

Appearance

Font □X

Arrangement on page □X

Graphics □

Other □

3. What point of view did the writer select?

The subject’s □

An inanimate object’s □

Other □X Organization

How did the writer choose to organize the piece to

accomplish the purpose?

1. Organizational pattern

Chronological □

Order of importance □

Categorical □X

Inverted pyramid □

Problem solution □

Spatial □

Other □ ©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project. Portsmouth, NH: Heinemann.

HANDOUT 2F 2. Lead

Makes reader want to read on □ X

Introduces subject □ 3. Transitions

Uses words or phrases to link ideas □

Ideas lead naturally one to the next □ X

Lack of transitions is appropriate for piece □ 4. Ending

Smooth and natural □

Piece feels like a unified whole □X

Writer effectively leaves the reader in

suspense or wonder □ Language and Style

Which word choices are particularly effective?

Specific action verbs □

Specific nouns □

Unique language use □

Sentence variety □ What language techniques did the writer use to

enhance authenticity and mood?

Spelling □

Sentence style □ X

Dialect □

Register □

Other □

©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project. Portsmouth, NH: Heinemann.

HANDOUT 2F (continued)

Writing Analysis Strategy: Part III: Analysis of a Multigenre Piece

Read each piece of the project carefully and check all that apply. Write specific examples in the space below for each of the genres in the project.

Genre __Focus Term: Family Boundary Ambiguity__ Examples

What effective choices did the writer make regarding use

of information, appearance, and point of view?

1. The reader learns about the topic from the piece. □ X 2. What visual techniques did the writer use to enhance

authenticity and mood?

Appearance

Font □

Arrangement on page □X

Graphics □

Other □

3. What point of view did the writer select?

The subject’s □

An inanimate object’s □

Other □X Organization

How did the writer choose to organize the piece to

accomplish the purpose?

1. Organizational pattern

Chronological □

Order of importance □

Categorical □

Inverted pyramid □

Problem solution □

Spatial □

Other □X ©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project. Portsmouth, NH: Heinemann.

HANDOUT 2F 2. Lead

Makes reader want to read on □ X

Introduces subject □ 3. Transitions

Uses words or phrases to link ideas □

Ideas lead naturally one to the next □ X

Lack of transitions is appropriate for piece □ 4. Ending

Smooth and natural □

Piece feels like a unified whole □X

Writer effectively leaves the reader in

suspense or wonder □ Language and Style

Which word choices are particularly effective?

Specific action verbs □

Specific nouns □

Unique language use □

Sentence variety □X What language techniques did the writer use to

enhance authenticity and mood?

Spelling □

Sentence style □ X

Dialect □

Register □

Other □

©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project. Portsmouth, NH: Heinemann.

HANDOUT 2F (continued)

Writing Analysis Strategy: Part III: Analysis of a Multigenre Piece

Read each piece of the project carefully and check all that apply. Write specific examples in the space below for each of the genres in the project.

Genre _My Ex’s Ex __________________ Examples

What effective choices did the writer make regarding use

of information, appearance, and point of view?

1. The reader learns about the topic from the piece. □ X 2. What visual techniques did the writer use to enhance

authenticity and mood?

Appearance

Font □

Arrangement on page □

Graphics □

Other □X

3. What point of view did the writer select?

The subject’s □

An inanimate object’s □

Other □X Organization

How did the writer choose to organize the piece to

accomplish the purpose?

1. Organizational pattern

Chronological □

Order of importance □

Categorical □

Inverted pyramid □

Problem solution □

Spatial □

Other □X

©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project. Portsmouth, NH: Heinemann.

HANDOUT 2F 2. Lead

Makes reader want to read on □ X

Introduces subject □ 3. Transitions

Uses words or phrases to link ideas □

Ideas lead naturally one to the next □ X

Lack of transitions is appropriate for piece □ 4. Ending

Smooth and natural □

Piece feels like a unified whole □

Writer effectively leaves the reader in

suspense or wonder □ Language and Style

Which word choices are particularly effective?

Specific action verbs □

Specific nouns □

Unique language use □

Sentence variety □X What language techniques did the writer use to

enhance authenticity and mood?

Spelling □

Sentence style □ X

Dialect □

Register □

Other □

©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project. Portsmouth, NH: Heinemann.

HANDOUT 2F (continued)

Writing Analysis Strategy: Part III: Analysis of a Multigenre Piece

Read each piece of the project carefully and check all that apply. Write specific examples in the space below for each of the genres in the project.

Genre _Tips for Navigating a Second Divorce_____ Examples

What effective choices did the writer make regarding use

of information, appearance, and point of view?

1. The reader learns about the topic from the piece. □ X 2. What visual techniques did the writer use to enhance

authenticity and mood?

Appearance

Font □

Arrangement on page □X

Graphics □

Other □X

3. What point of view did the writer select?

The subject’s □

An inanimate object’s □

Other □ Organization

How did the writer choose to organize the piece to

accomplish the purpose?

1. Organizational pattern

Chronological □

Order of importance □X

Categorical □

Inverted pyramid □

Problem solution □

Spatial □

Other □ ©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project. Portsmouth, NH: Heinemann.

HANDOUT 2F 2. Lead

Makes reader want to read on □ X

Introduces subject □ 3. Transitions

Uses words or phrases to link ideas □

Ideas lead naturally one to the next □

Lack of transitions is appropriate for piece □ X 4. Ending

Smooth and natural □

Piece feels like a unified whole □X

Writer effectively leaves the reader in

suspense or wonder □ Language and Style

Which word choices are particularly effective?

Specific action verbs □

Specific nouns □

Unique language use □

Sentence variety □ What language techniques did the writer use to

enhance authenticity and mood?

Spelling □

Sentence style □ X

Dialect □

Register □

Other □

©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project. Portsmouth, NH: Heinemann.

HANDOUT 2F (continued) **Writing Analysis Strategy: Part III: Analysis of a Multigenre Piece ** Read //each piece of the project// carefully and check all that apply. Write specific examples in the space below for //each of the genres// in the project. **Genre //_Importance of Boundaries___________________// Examples ** **//What effective choices did the writer make regarding use //** **//of information, appearance, and point of view? //** 1. The reader learns about the topic from the piece. □  X 2. What visual techniques did the writer use to enhance  authenticity and mood?  Appearance  Font □  Arrangement on page □  Graphics <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;"> Other <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 16pt;">□X <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">3. What point of view did the writer select? <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> The subject’s <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> An inanimate object’s <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Other <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□X

**<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Organization ** **//<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">How did the writer choose to organize the piece to //** **//<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">accomplish the purpose? //** <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">1. Organizational pattern <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Chronological <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Order of importance <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□X

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Categorical <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Inverted pyramid <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Problem solution <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Spatial <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Other <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 8pt;">©2006 by Melinda Putz from //A Teacher’s Guide to the Multigenre Research Project.// Portsmouth, NH: Heinemann.

**<span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">HANDOUT 2F ** <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">2. Lead <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Makes reader want to read on <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> X  <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Introduces subject <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">3. Transitions <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Uses words or phrases to link ideas <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Ideas lead naturally one to the next <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> X  <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Lack of transitions is appropriate for piece <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">4. Ending <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Smooth and natural <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Piece feels like a unified whole <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Writer effectively leaves the reader in  <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> suspense or wonder <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> X   **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Language and Style ** **//<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Which word choices are particularly effective? //** <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Specific action verbs <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Specific nouns <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Unique language use <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Sentence variety <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□X **//<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">What language techniques did the writer use to //** **//<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">enhance authenticity and mood? //** <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Spelling <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Sentence style <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> X  <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Dialect <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Register <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Other <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 8pt;">©2006 by Melinda Putz from //A Teacher’s Guide to the Multigenre Research Project.// Portsmouth, NH: Heinemann. **<span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">HANDOUT 2F **//<span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 8pt;"> (continued) // **<span style="font-family: 'Times New Roman',serif;">Writing Analysis Strategy: Part III: Analysis of a Multigenre Piece ** <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Read //each piece of the project// carefully and check all that apply. Write specific examples in the space below for //each of the genres// in the project. **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Genre //_Book Review_____________// Examples ** **//<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">What effective choices did the writer make regarding use //** **//<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">of information, appearance, and point of view? //** <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">1. The reader learns about the topic from the piece. <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;"> X <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">2. What visual techniques did the writer use to enhance <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;"> authenticity and mood? <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;"> Appearance <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;"> Font <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;"> Arrangement on page <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;"> Graphics <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;"> Other <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 16pt;">□X <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">3. What point of view did the writer select? <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> The subject’s <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> An inanimate object’s <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Other <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□X

**<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Organization ** **//<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">How did the writer choose to organize the piece to //** **//<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">accomplish the purpose? //** <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">1. Organizational pattern <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Chronological <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Order of importance <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Categorical <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Inverted pyramid <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Problem solution <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Spatial <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Other <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□X

<span style="font-family: 'Times New Roman',serif; font-size: 8pt;">©2006 by Melinda Putz from //A Teacher’s Guide to the Multigenre Research Project.// Portsmouth, NH: Heinemann.

**<span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">HANDOUT 2F ** <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">2. Lead <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Makes reader want to read on <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> X  <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Introduces subject <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">3. Transitions <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Uses words or phrases to link ideas <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Ideas lead naturally one to the next <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> X  <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Lack of transitions is appropriate for piece <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">4. Ending <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Smooth and natural <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Piece feels like a unified whole <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Writer effectively leaves the reader in  <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> suspense or wonder <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Language and Style ** **//<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Which word choices are particularly effective? //** <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Specific action verbs <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Specific nouns <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Unique language use <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□X <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Sentence variety <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ **//<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">What language techniques did the writer use to //** **//<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">enhance authenticity and mood? //** <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Spelling <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Sentence style <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□X <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Dialect <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Register <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Other <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 8pt;">©2006 by Melinda Putz from //A Teacher’s Guide to the Multigenre Research Project.// Portsmouth, NH: Heinemann. **<span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">HANDOUT 2F **//<span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 8pt;"> (continued) // **<span style="font-family: 'Times New Roman',serif;">Writing Analysis Strategy: Part III: Analysis of a Multigenre Piece ** <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Read //each piece of the project// carefully and check all that apply. Write specific examples in the space below for //each of the genres// in the project. **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Genre //_____Memo from the Edge___________________// Examples ** **//<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">What effective choices did the writer make regarding use //** **//<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">of information, appearance, and point of view? //** <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">1. The reader learns about the topic from the piece. <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;"> X <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">2. What visual techniques did the writer use to enhance <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;"> authenticity and mood? <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;"> Appearance <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;"> Font <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;"> Arrangement on page <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;"> Graphics <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;"> Other <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 16pt;">□X <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">3. What point of view did the writer select? <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> The subject’s <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> An inanimate object’s <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Other <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□X

**<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Organization ** **//<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">How did the writer choose to organize the piece to //** **//<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">accomplish the purpose? //** <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">1. Organizational pattern <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Chronological <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Order of importance <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Categorical <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Inverted pyramid <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Problem solution <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Spatial <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□

<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Other <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□X

<span style="font-family: 'Times New Roman',serif; font-size: 8pt;">©2006 by Melinda Putz from //A Teacher’s Guide to the Multigenre Research Project.// Portsmouth, NH: Heinemann.

**<span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">HANDOUT 2F ** <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">2. Lead <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Makes reader want to read on <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> X  <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Introduces subject <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">3. Transitions <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Uses words or phrases to link ideas <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Ideas lead naturally one to the next <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Lack of transitions is appropriate for piece <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> X <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">4. Ending <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Smooth and natural <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Piece feels like a unified whole <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□X <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Writer effectively leaves the reader in  <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> suspense or wonder <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Language and Style ** **//<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Which word choices are particularly effective? //** <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Specific action verbs <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Specific nouns <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Unique language use <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□X <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Sentence variety <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ **//<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">What language techniques did the writer use to //** **//<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">enhance authenticity and mood? //** <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Spelling <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Sentence style <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Dialect <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□X <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Register <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> Other <span style="font-family: 'Times New Roman',serif; font-size: 16pt;">□ <span style="font-family: 'Times New Roman',serif; font-size: 8pt;">©2006 by Melinda Putz from //A Teacher’s Guide to the Multigenre Research Project.// Portsmouth, NH: Heinemann. **<span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 11pt;">HANDOUT 2F **//<span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 8pt;"> (continued) //