Two major goals of teaching include educating students to communicate effectively and encouraging students to critically engage with information. To what extent can student blog writing help us achieve these goals? In this pilot study, I analyze how short "blog-style" writing assignments compare to more traditional short research essays in promoting student learning and engagement with research. I compare the two writing styles using a basic content analysis; I then analyze student self-reports on their engagement with class learning goals and whether each assignment encouraged further interest in the topic. I also examine the amount of time students devote to each assignment, how many drafts they prepare on each assignment, and how many and what sort of sources they use. Despite the data-gathering limits of the pilot study, I find preliminary support that blogs and essays best serve as complementary writing assignments, as each style encourages students to develop different research and writing skills.