MGRPs in Action

Perhaps I’m easy to catch, but I couldn’t help but notice the emphasis of teaching students “skills in context” (Allen, 2001). Perhaps that was by design, or it could simply be because my research for my own Multigenre Research Paper (MGRP) (which has unfortunately pushed this post to the periphery) has a focus on this point as well. Either way, it caught my attention.

MGRPs, from both the book’s description and even in our short experience so far in doing one on our own. Hopefully I will be able to return to this in more detail later on in the week, but I found Powell and Davidson’s article to be a great example of the process and benefits explained by Allen. Removing the “meaningless” and “degrading” effects of treating students as passive recipients of information and knowledge (Powell & Davidson, 2005) by allowing them to engage in interesting and, in the case of the MGRP model, self-chosen topics which still reach out to meet the standards of their respective school systems.

An interesting point is the difference between Allen’s interaction with parents and Powell and Davidson’s note about their less than ideal communication. This does highlight in a testimonial how important, and perhaps difficult, it is to allow parents to also play an active role through informing and involving them throughout. Powell and Davidson’s description of the low, three-parent turnout is discouraging to hear, especially given the high level of investment and excitement on the part of the students (Powell & Davidson, 2005).

Works Cited

Allen, C. A. (2001). The Multigenre Research Paper: Voice, Passion, and Discovery in Grades 4-6. (B. Varner, Ed.) Portsmouth, NH: Hinneman.

Powell, R., & Davidson, N. (2005). The Donut House: Real World Literacy in an Urban Kindergarten Classroom. Language Arts , 82 (5), 248-256.