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genres. The teacher will probably have to teach
minilessons for each genre being used.

Moulton
(1999) and Romano (2001) believe largely in allowing students to write in authentic voices, which is quite possible with the MGRP. Students complete real life writing consisting of letters, memos, invoices, maps, recipes, directions or instructions, flyers, etc. during the MGRP process. It becomes a "valuable exercise in writing for life rather than school" (Moulton, 1999).

Allen (2001) states that many students claim this type of writing better prepares them for future writing assignments.

Multigenre
writing is also viewed by students as more personal (Moulton, 1999). When writing is personal, it is more enjoyable. Students often find themselves totally engulfed in their MGRP and really allow their creative juices to flow. Many even choose to work on their projects outside of school. As goals are accomplished and final projects begin to come together, students see themselves as experts and truly enjoy telling others about what they have learned (Allen, 2001).

Once the projects are finished, teachers often decide to invite parents and other teachers to their classrooms to observe the presentations. This proves to be an enjoyable experience for all. Students love showing off their work and parents love to see that progress is being made in the classroom.

Perhaps one of the biggest reasons to use a MGRP in a classroom is the supportive theories of many prominent theorists in the education field. The MGRP justifies the theories proposed by Gee,
Kress, Cambourne, Halliday and Gardner.

First of all, students begin to examine other literature and examples of good writing. Gee's principle pertaining to acquisition indicates that discourses, whether primary or secondary, are acquired (1992). Therefore, children can acquire much knowledge about writing simply through being exposed to these models of good writing. Students also learn to write in different genres. Kress emphasizes the importance of genre in the classroom due to the fact that we ultimately would like students to be both competent and creative when using language in society (1999).

Cambourne's
Conditions for Learning (immersion, demonstration, expectation, responsibility, employment, approximation, and response) are fulfilled through this project (1989). Students become completely engaged in their projects. They are immersed in different types of written language and genres.
The teacher demonstrates exactly what he or

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