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are experts on their topics and feel confident enough to present their projects to the class.

Throughout the entire process of the MGRP, students are constantly listening to their peers. They work in small groups and listen to each other as they brainstorm topics, design rubrics for peer assessment, and practice speeches.
Whether they realize it or not, students are constantly listening to their peers and find it is necessary to do so in order to give constructive feedback. Lastly, students enjoy listening to the presentations because each project is unique.

The process of the MGRP is quite simple. It actually requires little preparation by the teacher. The most important tool for a teacher who is considering this project is a sample MGRP that he or she has created. The teacher can begin by presenting his or her MGRP and other student samples to the class as an introduction to the project. To encourage involvement from the very beginning, teachers can also choose to have the students participate in the readings of the various genres.

Once the students have previewed the genres they can choose from, it is time to begin brainstorming topics. Students work in small groups to form lists of possible topics for their papers. The teacher can make it simpler for students to choose topics by establishing what topics are acceptable. Most teachers choose to set an overall theme for the MGRP, such as authors, noted people in American history, animals, countries, etc.

After topics have been chosen, students propose their topics to the teacher for approval. Once approved, the teacher needs to provide time for research in the library and on the Internet. They learn to use K-W-L charts to decide what they already know and what they would like to know. Grierson (1999) notes the importance of learning research skills through the MGRP, stating that real connections are made when students enjoy what they are researching and how they are writing about it. Depending on experience, the teacher may have to teach minilessons on research techniques. At this time, the teacher should determine how many sources students should include in their papers. For intermediate students, this is usually between three and five sources.

Next, the writing process begins. Most teachers require students write a short expository paper in order to ensure students have fully researched their topic. Guidelines should also be established for how many genres should be used.
This number should be about five different

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