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| Origins, Definitions, Sample Multigenre Paper | |
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| Personal History: A Shift in the Territory | |
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| Student Voice: 'Unfinished Music #1-John" | |
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| Why Read Fearless Writing? | |
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| Definition of Multigenre | |
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| Some Multigenre History: Dialog with a Skeptic | |
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| Melding fact and imagination | |
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| Definition of Multigenre in the Spirit of Multigenre | |
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| What's Wrong with Exposition? (Well-Written, Pointed, Voiceful Exposition, of Course) | |
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| Writing as mural, not snapshot | |
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| Narrative Thinking | |
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| "Logic and sermons never convince, The damp of the night drives deeper into my soul" | |
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| Student Voice: "Grey Area" | |
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| "Make 'Em Write One" | |
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| Multigenre Before Multigenre | |
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| Surprising facts about writers blending genres | |
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| Multigenre Interlude | |
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| Student Voice: "Motivation Massacre 2007" | |
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| Assignment and Preparation | |
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| The Many Ways of Multigenre | |
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| Multigenre assignment: specific instructions with room to soar Multigenre Anxiety | |
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| Multigenre Through Media | |
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| Introduce multigenre with Ken Burns' Jazz | |
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| Tilling the Garden: Idea Exploration and Research Design | |
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| Student Voice: "Five Multigenre Ideas with Annotations" | |
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| Student Voice: "MGP Research Design" | |
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| Memo for a Final Boost | |
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| Encouragement, research strategies, flow | |
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| What to Write, How to Write It | |
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| What to Write About | |
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| Alert students to places where writing hides | |
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| Don't Run from Exposition | |
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| Vividly explain, cogently argue (sometimes with sass) | |
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| Student Voices: Expository writing | |
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| Crafting Narrative | |
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| Anchoring multigenre in story Flashes: characters who yearn | |
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| Student Voice: "Treasure Lost� | |
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| Quality writing | |
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| Personify abstractions: "Procrastination sits around in his bathrobe" | |
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| STUDENT VOICES: "Regret," "Exhaustion," "Freewriting," "History and Tradition" | |
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| Revision is the party | |
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| Poetry | |
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| What makes poems poems | |
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| "Near the End" | |
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| "Waiting for the Dog" and writing process comments | |
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| Student Poem that Sucks | |
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| Student Voice: "taste" | |
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| Easing into Poetry Through imitation | |
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| "Report to Ken Brewer, Poet Laureate of Utah" | |
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| Student Voices: "Where I'm From," "The Truth About Why I Dig," and "Unit Of Measure" | |
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| "The Truth About Why I Love Potatoes" | |
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| Prose Poetry | |
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| The lively hybrid without rhyme or line | |
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| Student Voices: "Making Meaning," "Cold," "Twice a Year the Library Bustles" | |
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| Prose Poem or Flash Fiction-Which? | |
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| "Trouble Sleeping" | |
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| Where the Mind Wanders, Part I: Stream of Consciousness | |
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| Capture the illusion and glory of raw thought: courting spontaneity | |
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| Student Voice: "on a bus in germany/switzerland in June after high school graduation" | |
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| Where the Mind Wanders, Part II: Writing Dreams | |
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| Imagine dreamscapes to reveal character "Brad's Dream" | |
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| Student Voice: "Recurring Dream" | |
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| Innovative Genres | |
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| Often, the best parts of multigenre papers arise organically from the material and the writer at work | |
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| Student Voices: "The Learning Abled: A Definition," Visual Elements, �The Little Mermaid Uncovered," Dedications | |
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| Prime Spots | |
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| Don't Dis the Beginning | |
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| Arouse readers' interest from the start | |
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| Student Voices: Four multigenre beginnings | |
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| Of Golden Threads and Unity: "I Remember That!" | |
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| Introduce unity through film | |
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| Employ artful repetition to unify: five strategies | |
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| Student Voice: Ellen's Golden Thread | |
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| Another Rhetorical Space | |
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| Create endnotes that enlighten | |
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| Student Voice: "How I Became a Writer in the Sixth Grade" and corresponding endnote | |
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| A ghost from teaching past: Jonathan | |
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| Evaluation and Reflection | |
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| Evaluation and Learning | |
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| An unconventional rubric When rubric turns trivial: Marina | |
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| Self-Assessment: Raising the Blinds | |
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| Student Voice: "I don't need another rubric for why I missed the mark" | |
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| Pre-Game: Multigenre Meets the Common Core Standards | |
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| What's Right and Wrong with the Standards for Writing | |
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| Something Hot and Savory | |
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| Works Cited | |
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| Acknowledgments | |