Traditional Research Paper and Multigenre Research Paper/Project: The Differences 
Adapted from: 
Putz, Melinda. A Teacher's Guide to the Multigenre Research Project: Everything You Need to Get Started. Portsmouth, NH: Heinemann, 2006. Print. 
Traditional Research Paper 
Multigenre Research Paper 
 Single, extended piece of prose writing (informational, persuasive, argumentative) 
 Begins with a thesis statement 
 Cohesion is imposed from the start 
 Writer remains dispassionate about the topic or subject of the writing/research 
 The writer/researcher approaches the topic from a single perspective 
 Follows conventions of formal prose writing 
 Usually consists only of text 
 Usually done as a solitary individual assignment 
 Handed in to the teacher 
 Sometimes viewed as drudgery by students 
 Cohesive series of pieces in a variety of genres 
 Begins with an area of interest 
 Cohesion is developed along the way through the inquiry process 
 Helps the researcher find his/her voice or develop his/her voice 
 Writer is personally engaged; opinions are encouraged 
 Can take multiple angles on topic 
 Broadens the range of acceptable writing styles 
 Artwork, graphics, design, and packaging accompany the “text” 
 Involves much small group work, peer reposnse, and sharing 
 Usually involves a celebration or “research gallery” that invites students to examine each others’ work, to share out their project to the larger group in person and/or online 
 Student has a sense of ownership of the project because of the menus of choices built into the processes and products.

Traditional Research Paper and Multigenre Research Paper/Project: The Differences

  • 1.
    Traditional Research Paperand Multigenre Research Paper/Project: The Differences Adapted from: Putz, Melinda. A Teacher's Guide to the Multigenre Research Project: Everything You Need to Get Started. Portsmouth, NH: Heinemann, 2006. Print. Traditional Research Paper Multigenre Research Paper  Single, extended piece of prose writing (informational, persuasive, argumentative)  Begins with a thesis statement  Cohesion is imposed from the start  Writer remains dispassionate about the topic or subject of the writing/research  The writer/researcher approaches the topic from a single perspective  Follows conventions of formal prose writing  Usually consists only of text  Usually done as a solitary individual assignment  Handed in to the teacher  Sometimes viewed as drudgery by students  Cohesive series of pieces in a variety of genres  Begins with an area of interest  Cohesion is developed along the way through the inquiry process  Helps the researcher find his/her voice or develop his/her voice  Writer is personally engaged; opinions are encouraged  Can take multiple angles on topic  Broadens the range of acceptable writing styles  Artwork, graphics, design, and packaging accompany the “text”  Involves much small group work, peer reposnse, and sharing  Usually involves a celebration or “research gallery” that invites students to examine each others’ work, to share out their project to the larger group in person and/or online  Student has a sense of ownership of the project because of the menus of choices built into the processes and products.