The Great Gatsby Multigenre Project
Upon completion of The Great Gatsby, you will be creating a multigenre project. This is an assessment that allows you to pursue the aspects of the novel that most interested you during our reading. You will create a thesis statement as the main theme or idea that all of your genres are working to prove. Your thesis is open to your interests, but you will want to consider themes, characters, events, symbols, and/or the historical context (the Roaring Twenties). Of course, you aren’t limited to something from this list.
We will spend a portion of time in class dedicated to the creation and development of your multigenre, but it is recommended that you make an appointment to conference with me about your thesis and project. If you are still confused by what a multigenre project is and what it entails, don’t panic! We will spend time going over the concept, the requirements, and even practicing creating genres. If you have questions or concerns, come talk to me! I’d be more than happy to go over the assignment with you in greater detail.
Requirements:
A thesis included in your 1-2 page Introduction/Letter to the Reader
10 different and unique genres (not including a 1-2 page reflection and introduction)
As many quotes from the novel as necessary—in MLA format, of course
Title and Cover Page (that accurately represents your multigenre)
Table of Contents
Reflection—a reflection of the assignment as a whole and any explanation of specific genres
Deadlines:
Work days: Tuesday, May 8-Wednesday, May 16
Thesis due: Wednesday, May 9
Poem due: Monday, May 14
FINAL PROJECT DUE: Thursday, May 17
Present a genre: Thursday, May 17
Point Value:
Working thesis completed, typed, and turned in at the beginning of class—5 points
Poem genre—5 points
Final project—100 points
Understanding Multigenre
What is a multigenre essay?
It’s a collection of pieces written in a variety of genres, informed by your research on a particular subject, that presents one or (more likely) more perspectives on a topic—in this case The Great Gatsby. Done effectively, this accomplishes the same goals as a traditional essay, but in a more expansive way. For this project, for instance, you will use different genres to create a paper that leaves the reader with a clear idea about your answer(s) that guided your work, and these answers will be informed by your understanding of the novel. But you’ll present these ideas in a highly creative way that capitalizes on their complexity, rather than trying to distill them into a single “thread” that you may need to present in a highly structured essay.
What is a genre?
A genre is a type of writing. A poem is a genre. A traditional research paper is a genre. A newspaper editorial is a genre. So are plays and diaries and cartoons and billboards. Which genres are used, for what purposes, and why depends on the audience. For example, you probably wouldn’t turn in a poem about the findings of a biology lab experiment. Alternatively, you wouldn’t want to turn in a photograph when your audience expected a traditional essay. On the other hand, sometimes bending genres—doing this in an unexpected or unconventional ways—can be really effective for making a point.
What are some genres I might use?
You could write an editorial, a poem, a dialogue between characters, a letter, a debate. You could include a mini-website, a collage, a poster, a book, a CD cover. You will have much choice about what to include. But beware—this should not be a haphazard collage of disjointed stuff; you must connect the genres and what they represent with a central, significant theme—a thesis. Your creative efforts must be informed by the text and research. *You will receive a list of possible genres to use.*
A List of Genres:
Journal Entries
Personal Letter
Greeting Card
Expository Writing
Advertisement
Arrest Warrant
Schedule/Things to Do List
Inner Monologue Representing Internal Conflicts
Classified or Personal Ads
Personal Essay or Philosophical Questions
Top Ten List/Glossary or Dictionary
Poetry
Artwork
Song Lyrics/Music
Autobiographical Essay
Contest Entry Application
Business Letter or Correspondence
Persuasive or Advocacy Letter
Biographical Summary
Abstract
Critique of a Published Source
Speech or Debate
Historical Times Context Essay
Textbook Article
Flash Fiction
Dialogue
Science Article or Report/Business Article or Report
Lesson Plan
Encyclopedia Article
Short Scene from a Play with Notes for Stage Directions
Short Scene from a Movie with Notes for Camera Shots
Dialogue of a Conversation among Two or More People
Short Story
Cartoon
College Application Essay
Venn Diagram
Description from Alternative Point of View
Adventure Magazine Story
Ghost Story
Myth, Tall Tale, or Fairy Tale
Talk Show Interview or Panel
Recipe
Dictionary Entries
Fable
Fairy Tale
Haiku
Interview Transcript
Limerick
Character Poem
The Assignment: For this assignment, you will be writing a detailed poem about one character from The Great Gatsby. Whether you choose a main player or a minor character doesn’t matter, you will try to capture the essence of your understanding and analysis of the character in your poem. Note: it is important to consider how this poem proves your thesis.
The Requirements: Here’s the kicker, folks. You need to practice using poetic devices in your poem. From this list, you must use at least 3 poetic or literary devices. (If you don’t remember what one of these poetic devices means, look it up in your textbook’s glossary. If the definition doesn’t make sense, come ask me for help!)
You also need to include at least one quote from the novel. Make sure the quote is embedded into the words of the poem properly; otherwise, it will interrupt the flow of the poem. It is important that you make specific references to the text—think about how Fitzgerald describes scenes, characters, and mood. You want your poem to be an accurate portrayal of Fitzgerald’s characters, while still incorporating your own analysis of them.
Possible poetic/literary devices to use—
Daisy
With eyes that suggested
She slyly gazed up at men
A knowing, coyness would curl at the ends of her mouth
They wanted her
And she knew it
Like a bottle of bourbon, pocket watch, or job on Wall Street
And she knew it
She had the beauty of Helen
Which never left her wanting
And the malleable strength of Ophelia
Which always left her needing
The woman played the part of a “beautiful little fool”
So long as it helped her in the end
She wanted her own power and control
In a world that was slipping beyond her grip
She didn’t know if she had ever felt that warm sentiment before
Unless it was when she had someone
But normally that was fleeting—
They always left
Whether in a motorcar, in the gaze of another woman,
Or after she turned her back in not so firm resolve
Like a shiftless sojourner
She happened upon situations
Without realizing
“What she was doing—
As though she had never, all along, intended doing anything at all”
The glass shattered around her
And fell to her feet in a heap
Without so much as a glance, she took a step
Hearing the crunch beneath her
She walked ahead, along, and never looked back
What’s A Thesis Statement? Review
As I’ve told you time and again this year, thesis statements are the most important part of any essay you write. Though a multigenre is not a “traditional” essay, the purpose and result of both are the same. So let’s review…
Take a minute to jot down, from memory, what you remember a thesis statement to be. It can be a definition, keywords, or requirements that a thesis must fulfill.
Class definition and qualifications:
(Use this space to add to what you wrote)
You’ve spent some time considering what topic(s) you are interested in pursuing for your multigenre, now take a minute to start brainstorming a thesis statement. Remember the qualifications and pitfalls we discussed as a class.
Rubric for Multigenre Project
____ Required Elements: /100
(5) Original Illustrative Title / Cover Page
5- Original, surprising, piques a reader’s interest, imaginative, maybe a subtitle too
4.5- Serviceable, some imagination
4- Title simply names the subject
3.5- Title is conventional, something like “Multigenre Project”
0- Title missing
(5) Table of Contents
5- Well formatted, easy to read, and accurate.
4.5- Serviceable
4- Present but not perfect
3.5- Not an easy to use Table of Contents
0- Table of Contents is missing
(10) Introduction
10 - Reader wants to continue reading because it is so compelling and interesting. Provides genuine insight and engaging information about the writer’s choices for what to include.
9 - Serviceable, provides useful information, not too brief or too long. Provides some insight and rationale regarding the chosen topic and manner of presentation.
8-7 - The statement is either too detailed or not detailed enough. Insight, context, and rationale may be lacking.
6 - Provides little insight into the reasoning behind the chosen project.
0- Statement missing
(30) Unifying Elements- the presence of a thesis throughout all related works
30 – Thesis is evident and fitting to the chosen topic. Unifying elements are striking and they provide an interesting element to compliment the overall project. Visuals, fonts, elements of voice, and other tools are used to maintain cohesion throughout the project.
26 – Thesis is evident. Visual and other unifying devices are used competently.
21 – Thesis is unevenly represented in the project as a whole.
18 – Minimal unifying elements are apparent; thesis is not easily discernible.
15 – Unifying elements are not evident
(15) Visual Impression/Presentation of the project
15 – All elements of the finished project are presented in a reasonably artistic, appropriate fashion. Care and attention is evident in the author’s attention to detail and in the design of the finished project.
14 – Care for presentation and design is evident. Most elements of the visual presentation are presented with neatness, attention to detail and evident care.
12 – The visual presentation of the project is acceptable.
9 – The visual presentation of the project is at a minimum level of acceptability.
7 – Visual presentation is inappropriate, or unacceptably messy, jumbled, and confused.
(5) Mechanics and Adherence to conventions
5- All elements of the project showed polish and adherence to grammatical, and other conventions of the chosen genre. There were zero to few mistakes or typos.
4.5- Most elements of the project showed adherence to grammatical and other conventions of the chosen genre. There were a few mistakes, but they were not distracting.
4- Proof reading, mechanics, and adherence to conventions showed some work, more work would improve the overall level of accuracy and adherence to convention.
3.5- Proof reading, mechanics and adherence to conventions were noticeably uneven.
(5) MLA Documentation
5- Complete, and it adheres to the MLA format.
4.5- The MLA formatting is not as strong as a “5.” A few minor errors.
4- Several MLA documenting errors.
3.5- Missing MLA documentation. Many errors.
(10) Reflection
10 – The self-evaluation of the project is reflective. Specific experiences in the learning process are cited and explicated. The self-evaluation shows evidence of honesty and critical awareness of strengths and areas for further growth. Ideas for how to change or approach things differently in future projects are evident.
9 – Serviceable, provides useful information, not too brief or too long. Provides some insight into the process used and it points to moments of growth and change in the project. The self-evaluation begins to show critical awareness of strengths and areas for future growth.
7 – The self-evaluation is complete, but it doesn’t show all of the elements described above.
6 – A rough self-evaluation is present but it is not complete or it shows minimal effort.
0 – Statement missing
(15) Creativity
15 – The multigenre is creative, fresh, and engaging. It is atypical yet appropriate.
14 – The multigenre included many of the qualities of above, but it was not quite as appropriate. Perhaps some of the genres were a bit repetitive.
12 –The multigenre is somewhat creative, but not unique or fresh.
9 – Creativity was uneven or engaged in at a minimal level of acceptability.
7– The multigenre completely lacked originality. No diversity. Repetitive genres used.