Content:
Our goal for this session was to create a multigenre research project (MRP), which is an alternative method to a traditional research paper. The completion of this assignment relied heavily upon self-discipline, teamwork, and patience. In addition, crucial components of the MRP included an essential question (what the author hopes to answer upon completion of the project), the genres (types of writings, such as a poem, interview, etc.), and the voices (whose point of view depending on what the author felt would be suitable) the genres would be in. Three of the genres (the webliography, poem, and PowerPoint presentation) were chosen for us by our instructor, and it was up to us to choose the remaining three.

In addition to the genres, each topic had to have a unifying theme; this is a very critical part. The unifying theme is used to tie all of the information together, so the reader is easily able to understand what the author is conveying. Other components that were needed in order to complete the MRP were a table of contents, about the author, acknowledgments, preface, and references.

Process:
In order to develop a MRP, it is necessary that you, of course, first, choose a topic of interest. For my topic, I chose to focus on Asperger Syndrome (AS), which is a Pervasive Developmental Disorder (PDD) and is characterized by severe and sustained impairment in social interaction, development of restricted and repetitive patterns of behavior, interests, and activities. Next, you have to create at least six genres. For these genres, we had to use at least three points of view. The genres I used consisted of a webliography (my voice), a poem (mother’s voice), interview (clinician’s & child with AS), journal (child with AS), a pamphlet (AS Coalition’s voice), and two PowerPoint presentations; one was in the voice of an AS Coalition and the other in a mother's voice. The reason I decided to do a PowerPoint presentation in the mother’s voice was because I felt it would be more personable. The problem that I had with this was trying to decide where to draw a line between informal and informative, yet at the same time, make the piece appropriate to what the author is trying to express.

My final saga was to tie all of the pieces together through the works of a unifying theme. I thought this was one of the most difficult part of the whole assignment. After some thought and consideration, I decided to keep it simple to the reader by creating an introduction, so the reader would know what is to come. There were still a few minuet details that I was considering. One of these included adding an introduction at the top of every genre; I felt this will ultimately help the reader to understand what the author is conveying. However, I thought it might be better to include that in my reflection, so it doesn't take away anything away from the works of the genres.

For the mother's voice to be heard, I used a poem and a PowerPoint presentation. I thought the poem would really allow the reader to see the emotions the mother undergoes everyday of her child's life; although others may view him as different, to her, he isn't. Taking into consideration the audience (parents of children with AS), I chose to use a PowerPoint presentation from the mother is because I felt this would allow the audience to take in to a deeper degree the points addressed; it is a lot easier for people to listen to someone who is actually in there shoes than someone who they feel is pretending to act like they know everything.

I used two genres in the voice of a child with AS; one was the interview with the clinician, which I thought was the most suitable person for the role, and the other was the journal entries. I wanted to convey to the audience the patterns the child used both receptively and expressively. I wanted the audience to realize that these children, like "normal" children, have good verbal skills. In the journal, I wanted to express all the emotions, feelings, and concerns this child deals with on a daily basis; he lives daily knowing that his peers aren't going to accept him.

Finally, I used two genres in the voice of an Asperger Sydrome Coalition; these include the pamphlet and the other PowerPoint presentation. I chose the pamphlet, because it allows the reader to quickly see facts. As for the PowerPoint presentation, I felt a professional approach also needed to be used, being more detailed.

Premise:
I learned more from completing this multigenre research project, than I could ever imagine by doing a traditional research paper. Unlike in the research paper, the MRP allows you to explore various points of view more openly. By creating genres, we were able to assign voices that we felt were the most appropriate for the idea we were trying to express. As a student, I feel the MRP was one of the best methods used, thus far, that allows the student to "want" to explore and find answers, instead of "just getting the assignment completed" because it is "required".

From day one, the point I wanted to express was that individuals with Asperger Syndrome are very well capable of understanding and learning new information; it just needs to be presented to them in a creative, modified manner. However, like most research, we sometimes get off on other tangents rather than proving our point. Although I feel I did not totally lose focus of my original thought, the point I feel I tried to convey more was a personable approach and that was that individuals with AS have feelings, concerns, and worries. When it comes down to it, ultimately, we are all just human.

Going back to the first day of class, I was, to say the least, a bit overwhelmed when discussing the course outline. I thought, “Okay, how is someone who is basically computer illiterate going to create a MRP?” However, now, looking back on the work I have completed, I feel a sense of accomplishment; it makes me proud that my entries came together better than I had anticipated that they would.

Home

Next: References

Asperger Syndrome Coalition of the U.S. (2002). Retrieved July 21, 2002, from the Asperger Syndrome Coalition of the U.S.

Barnhill, Gena P. (2001). What Is Asperger Syndrome? Intervention in School and Clinic, 36, 259-65. Retrieved July 14, 2002, from ERIC database.

Church, Catharine; Alisanski, Susan; Amanullah, Siraj (2000). The Social, Behavioral, and Academic Experiences of Children with
Asperger Syndrome. Focus on Autism and Other Developmental Disabilities, p 12-20. Retrieved from the World Wide Web on July
16, 2002 from ERIC database.

Ghaziuddin, Mohammad (1995). Thought Disorder in Asperger Syndrome:
Comparison with High-Functioning Autism, p 311-17. Retrieved from
the World Wide Web on July 16, 2002 from ERIC database.

Ozonoff, Sally; South, Mikle; Miller, Judith N. (2000). DSM-IV-
Defined Asperger Syndrome: Cognitive, Behavioral and Early History
Differentiation from High-Functioning Autism. Autism: The International Journal of Research and Practice, p 29-46. Retrieved from the World Wide Web on July 16, 2002 from ERIC database.

Roe, Karen (1999). Asperger Syndrome and Terror. Focus on Autism
and Other Developmental Disabilities, p 251-53. Retrieved from the World Wide Web on July 16, 2002 from ERIC database.

Williams, Karen (1995). Understanding the Student with Asperger Syndrome: Guidelines for Teachers. Focus on Autistic Behavior, 10, 9-16. Retrieved July 14, 2002, from ERIC database.

Zolot, Deborah; Hess, Larry (1997). Cognitive and Educational Aspects of Asperger's Syndrome in an Inner-City Adolescent Male.
Retrieved from the World Wide Web on July 16, 2002 from ERIC database.

Home

This summer, in my Communication Disorder 315 class, we have been working on multigenre research projects (MRP). A MRP is used as an alternative to the traditional research papers for those of you who may be unfamilar with the idea. The topic I chose to focus on concerned Asperger Syndrome. For a complete listing of everything I completed in CD 315 this summer, click the topics link in the right hand column. I hope you will find the information helpful, as well as interesting and feel free to make any comments or suggestions.

Table of Contents

About the Author
___________________________________

Acknowledgements
___________________________________

Preface
___________________________________

PowerPoint Presentation: A Mother's Voice
___________________________________

Pamphlet: Asperger Syndrome Coalition
___________________________________

Poem: A Mother's Poem
___________________________________

Child's Journal James's Feelings
___________________________________

Interview: James and Summer (clinician)
___________________________________

PowerPoint Presentation: Asperger Syndrome Coalition
___________________________________

Webliography: About Summer-Dawn (author)
___________________________________

Reflection
___________________________________

References