Making the leap into early academic writing can feel overwhelming — for learners and teachers alike! 

There are many types of writing included under the umbrella of "academic writing," and it can be beneficial to take some time to really focus on learning the elements of each particular type. 

This class focuses on research writing. Again and again in their academic and professional lives, learners will need to find sources, make sure they’re credible, take notes, and incorporate that information into their own writing.

We’ll practice these important skills through creating a focused research project on a topic of the learner’s choice.

Note: Classes in the Middle School Writing Foundations series (1-4) can be taken individually or out of order, but learners brand new to academic writing will benefit from taking them sequentially. In particular, learners will do best if they have gained the skills of Note-Taking and Summary (Class 1) and Informative Writing (Class 3).

Gain Key Academic Writing and Reading Foundations

Research writing is a foundational academic writing skill.

This class will dive deep into the following research writing elements: 

• Determining whether a source is credible and relevant or not
• Incorporating sources through paraphrase, summary, and direct quote
• Citing sources (basic MLA format with an emphasis on avoiding plagiarism)

Meet Live Weekly

This is a live class, which means we meet weekly to discuss the reading and explore writing tips. Learners can also interact with each other and the instructor between class meetings on our discussion boards.

Provided materials include reading guides and activities to help with vocabulary and comprehension as well as writing tips to apply to the creation of our own narratives.

Find Individual Processes for Writing

There is no one way to write well. Learners must develop their own strategies and build a toolbox of approaches they can turn to as demands increase over time. 

This class is designed to focus with intention on the tools used in research writing.

Writers will get to practice writing their own research texts with multiple drafts with focus on specific elements along the way.

Ages: 11-14

Class Size: 3-10 learners

Schedule

Class runs from October 14-December 8, 2024

We’ll meet via Zoom for a live discussion session each Tuesday at 12-12:45pm Eastern/11-11:45am Central/10-10:45am Mountain/9-9:45am Pacific

If a learner cannot attend a session due to illness or a schedule conflict, they will still have access to all class materials and can check in with the instructor with any questions. 

Supplies

To participate successfully in class, learners will need the following:

• Microphone and camera for in-class participation
• PDF Reader
• Zoom (free account)
• Learners will submit work through Google Drive (a Google (Gmail) account can be acquired for free)

(Note: There are no required texts to purchase. Learners will receive access to links of class materials.)

Is this the right fit for your learner?

This class is a beginner option for my Middle School level classes (Middle School Foundations/Level 1). It’s designed for learners who are new to academic writing expectations. Learners will do best if they have the following skills: 

• Can write about 150-200 words (about one-half page double spaced) on a single topic
• Effectively take notes that capture key ideas from readings
• Confidently and accurately summarize informative texts without bias
• Confidently reads texts at or above ~650L on the Lexile rating

This class is a good fit for middle school readers and writers who have not had much formal academic writing experience.

It’s an especially good fit for those who need practice in understanding how to find and evaluate resources and incorporate the information they find in their own work. 

Finding the Right Challenge

Writers who cannot confidently take notes or summarize texts should not take this class yet. Instead, they may want to consider Middle School Writing Foundations: Note-Taking and Summary.

More advanced writers with experience writing academic essays may benefit from this class if they struggle with research skills.

Writers who can confidently find credible sources, take notes on them, and incorporate quotes into their own writing may find this class lacks challenge. 

These writers may instead benefit from a Middle School Level 2 class. 

Skills Gained

We will focus on informative writing elements through both reading and writing practice. 

Students will learn about the following:

• Finding credible sources of information
• Incorporating information into writing through summary, paraphrase, and direct quote
• Basic citation information (MLA style with emphasis on avoiding plagiarism rather than perfecting the stylistic requirements)

Common Core Standards Alignment

For those who are using Common Core standards, this course meets the following: 

• CCSS.ELA-LITERACY.RI.6.2, 7.2, and 8.2 (identifying central ideas)
• CCSS.ELA-LITERACY.RI.6.4, 7.4, and 8.4 (determining word meaning in context)
• CCSS.ELA-WRITING.6.7, 7.7, and 8.7 (conducting research projects)
• CCSS.ELA-WRITING.6.8, 7.8, and 8.8 (incorporating and citing sources)
• CCSS.ELA-LITERACY.WRITING.6.4, 7.4, and 8.4 (write clear and coherent texts)
• CCS.ELA-LITERACY.W.6.5, 7.5, and 8.5 (plan, revise, edit and rewrite)
• CCS.ELA-LITERACY.W.6.10, 7.10, and 8.10 (write routinely over extended time frames)

Upon successful completion of class, instructor provides detailed exit letter suitable for inclusion in portfolio. Families may request numerical grade at beginning of class for a detailed course grade summary, but it is optional. 

Individual Support

All students will receive individualized video feedback on all rough drafts that specifically addresses their submissions.

My teaching philosophy very much focuses on starting with students’ strengths to build confidence and using them to work on improvements over time.

Feedback is tailored to each student’s individual needs and goals. I also encourage a lot of self-reflection and provide opportunities for students to directly communicate their challenges so that facing them with strategies becomes a normal part of the writing process.