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she wants the MGRP to look like. The teacher also has great expectations for students' success during the entire process. Students take full responsibility for completing their projects and including the required elements. The teacher also provides plenty of time in the classroom for student employment.
The teacher encourages and accepts approximations while giving appropriate constructive criticism when needed.

Halliday's
types of language serve many functions and are instructional, regulatory,
interactional, personal, imaginative, heuristic, expressive, and informative (1976). The MGRP incorporates all of these functions. Planning and discussing topics can serve as instructional.
Students will observe the teacher using regulatory language when listening to instructions and lessons.
He or she may also be the one using this language when working in small groups. Interactional language occurs when students share their projects in small groups. Personal language is employed when students share their projects with the whole class.
Heuristic language arises as students ask questions about what they are supposed to be doing, etc. Imaginative language may occur if a student chooses to read an original writing through a dramatization of the piece. Expressive language occurs through the entire process of writing and conferencing with peers and teacher. Informative language is employed as students communicate what they have learned to others.

Gardner's theory of multiple intelligences revolves around the idea that people may be good in certain areas and not in others (1983).
The eight intelligences are bodily-kinesthetic, musical, mathematical, verbal, interpersonal, intrapersonal, spatial, and naturalistic. The areas can easily be incorporated into the
MGRP because students are given choice about what types of genres they want to include. For example, one student may feel that he or she is not good at writing letters and would rather include original song lyrics that he or she has written.

One of the biggest issues for teachers today is accommodating to every type of learner in the classroom. Rowe, Fitch, and Bass (2001) looks at diversity as it pertains to individual learners in a classroom. Academically, the diversity of a classroom can be widely varied, as students are reading and writing at levels that may differ from their classmates.
With the MGRP, teachers can meet the diverse needs of every single student in the class by allowing students to select genres they enjoy doing.

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