This document provides a description and rationale for a multi-part writing assignment for a 7th grade history class on the Middle Ages. The assignment requires students to research a topic and compose a 5-7 page document integrating written content with at least one map and illustrations. It is designed to develop students' research, writing, and textual analysis skills while extending their knowledge of the Middle Ages. The document outlines the objectives, materials, prerequisites, timeline, procedures, inputs, and assessments for guiding students through the project.

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ENG333
Writing Assignment Sequence
Description
This is a research and writing assignment for a Seventh Grade class. It serves as an
interim project for their History studies focused on the Middle Ages. This is a multi-
textural assignment requiring “text” composed of written word, detailed map, and
illustration. The students have just completed the first portion of their studies of the
Middle Ages and are asked to research a particular topic relevant to the Middle Ages.
From their research they are to compose a document that reflects what they have
discovered in their research. This document must be handwritten, be composed of
several “texts” including a written content, at least one map, and illustrations to support
the written content. The document should be composed in such a way as to integrate the
illustrations with the text similar to the “illuminated manuscripts” of the Middle Ages.
The combined length of the document will be 5-7 pages.
Rationale
A number of authors have written of the benefits of instructional investment in inquiry,
non-fiction writing and research-based writing that makes use of multiple “texts”. (Wood
Ray, 2004,2006) This encouragement supports the value of comprehensive explorations
of subject content through the use of supplementary materials. (Jester, 2003) The

2. integration of textural sources through composition of multiple “texts” has further been
reinforced in the literature. (Gee, 2007)
Under CA Standards Content for the Seventh Grade study of History:
7.6 Students analyze the geographic, political, economic, religious, and social structures
of the civilizations of Medieval Europe.
Under CA Standards Content for the Seventh Grade study of Language Arts:
Students write and speak with a command of standard English conventions appropriate to
the grade level.
2.2 Locate information by using a variety of consumer, workplace, and public documents
2.3 Write research reports
2.4 Write persuasive compositions
2.5 Write summaries of reading materials
Objectives
Students Will Be Able To;
• Locate information by using a variety of documents
• Write with a command of standard English convention appropriate to their
Grade level
• Write persuasive compositions
• Write summaries of reading materials
• Write research reports
• Compose multi-textural document
• Extend their knowledge base from class work to independent research

3. Materials
Students Will Need:
• Access to Library and reference resources
• Composition Books for the final document
• Writing pens
• Colored pencils for illustration
Prerequisites
Students will need to have basic competency as set by CA standards Content for
completion of Sixth Grade. They will have completed the course of studies as outlined in
CA standards through 7.6 and Medieval Europe. This sequence further assumes that the
students have worked before with visual “text” that they have created with written text,
although perhaps not integrated on the same page similar to so called “Illuminated
Manuscripts”.
Timeline
This sequence will require 1 hr per day in class instruction and a minimum of 1 hr per
day out of class attention for the duration of 2 weeks.
Procedure
1. Introduction and possible topic selection
Present overview of the scope of the writing project, including expectations, and
stimulate a discussion of list of possible topic based upon the previous study of

4. Medieval Europe. These might include Feudalism, Vikings, Guilds etc.
2. Modeling
Several examples from previous students are presented for visual interest and
writing style.
3. Document organization, outline etc
A possible outline of an example document is developed with the class.
4. Library
Time to peruse the library and choose a topic.
5. Draft preparation
Students begin to organize and make first draft of document.
6. Draft review and revision, peer review
In class peer review of drafts in various forms of completion, followed by revision.
7. Final presentation
Informal individual oral reports to peers regarding their topic and experience.
Inputs
1. Introduction to research Project
2. Guided selection of possible topics
3. Modeling of selections from prior students work
4. Reviews possible document organization
5. Facilitates library work
6. Supports group review and individual revision
7. Oversees final presentations

5. Practice
Throughout the initial phases of the project the students will have the opportunity to work
with the skills and knowledge of the above stated objectives as they invest time on task in
both articulation of the subject of their writing and in the actual research through multiple
library resources. This practice will be augmented with group and one-on-one
instructional time. In addition, peer instruction will be a component to their learning.
Independence
The primary opportunities for demonstration of proficiency with knowledge and skills in
the above stated objectives will be realized in the preparation and final creation of their
research document.
Assessments
Assessment will be conducted directly from the CA Standards Content as outlined above.
The rubric will be composed of 4 possible levels of accomplishment for each of the 5
assessed History and Language Arts skills. These will include:
1. Historical content, specific to the period
2. Language convention, sentence structure, grammar, punctuation, etc
3. Response to reading, organization and development
4. Research, clarity and evidence
5. Summary, reflect underlying meaning

6. Conclusions
Having lead such a writing sequence as this with a class of twenty-two pubescent
students, I know that the greatest limitation to the quality of their experience and of their
created documents is lies with the expectations and clarity with which the teacher is able
to convey and support the work. Since this extension of knowledge is dependent upon a
previous course of study that has already stimulated their interest, this specific writing
sequence can be presented in a very simple form supported by the examples from
previous students. The integration of different “texts” challenges some students,
stimulates others, and allows everyone’s strengths to find a place for expression. I did
not have this sequence at the time that I actually worked through this project with a class
so it was helpful to review what I had done and reduce it to the essential. I can more fully
appreciate the benefits preparing such a writing sequence beforehand than I could before.
I also can see that reflection can be a very powerful aspect of writing instruction.
References
Gee, James Paul, What Video Games Have to Teach Us About Learning and Literacy.
Palgrave. Macmillan; Second Edition, (December 26, 2007)
Jester, Judith M. Remaining Seated: Lessons Learned by Writing. Voices from the
Middle 11.2 (December 2003): 13-15.
Wood Ray, Katie. Why Cauley Writes Well: A Close Look at What a Difference Good
Teaching Can Make. Language Arts 82.2 (November 2004): 100-109.
Wood Ray, Katie. Exploring Inquiry as a Teaching Stance in the Writing Workshop.
Language Arts. 83.3 (January 2006): 238-247.