Part 1: Teaching 11-14-year-olds Academic Writing

By Don Allen, (Journal of A Black Teacher) 

Teaching 11-14-year-olds academic writing presents unique challenges, as these students generally have no prior experience in academic writing and little reference for understanding the components involved. Research writing, poetry, narrative writing, biography writing, feedback writing, block letter formats, email etiquette, or even crafting action and adventure stories are unfamiliar territories for most of them. Unlike older students, they have few or no past examples to lean on, so everything from learning structure to finding their own voice has to start from scratch. There are many ways to teach middle school students academic writing, and middle school teachers hope that the previous grade teachers will have laid an introductory foundation that segways into middle school-level writing. In cultures of underserved communities and their school-aged children, a unique dynamic can be seen that provides data that children are not taught writing. There is never a required succession plan that creates a trajectory for igniting cognitive pathways in many school districts. This is not done out of neglect; it happens because, in simple clarity, there are too many degrees of separation between the choices made of which school site will get the resources and what school site will suffer because of their historically low populations of students, mostly students of color who in most cases are pushed into their secondary academic careers without the tools and resources to be even average academic writers.

     At this age, middle school teachers often expect that students might come equipped with a basic introduction to writing. However, in reality, the foundational work is rarely set up in elementary school due to resource and curriculum limitations. In underserved communities, this issue is more pronounced. Schools in these areas often lack the robust resources that could lay an early writing foundation, making the task of teaching academic writing even more daunting. This disparity is not rooted in neglect but reflects a systemic issue: the choices about resource allocation. Schools with higher populations of students of color often receive fewer writing resources, and without a structured, districtwide succession plan, many students advance to middle school without essential writing skills. This uneven distribution of resources leaves students in underserved communities particularly at a disadvantage, pushing them into secondary academics without the basic tools for becoming competent writers.

    In middle school classrooms, especially in diverse and underserved communities, it becomes evident that academic writing is not consistently taught across the grades. Instead of moving through a planned writing curriculum from elementary to middle school, students experience fragmented learning. By the time they reach the 7th or 8th grade, the absence of a unified writing foundation has left them struggling to develop a coherent approach to writing. In underserved communities where resources often go to higher-performing schools or areas with less need, students rarely get opportunities to explore the broad spectrum of writing styles. There’s no trajectory that ignites the necessary cognitive pathways to transform early thoughts into structured, academic arguments.

     Teaching academic writing is also about understanding the unique contexts and cultures of the students. Across the United States, students in districts with lower performance often lack exposure to engaging, practical writing experiences that can help bridge the gap between school and their own lives. I’ve found that a successful approach isn’t about “reinventing the wheel” but about adapting it to work with students’ backgrounds, interests, and current skill levels. For middle school teachers in these areas, bridging this gap starts with intentional and culturally relevant strategies. 

Strategies to Teach Academic Writing to Middle School Students

     Based on my experiences as an English teacher focused on literacy and writing, I’ve developed an approach that emphasizes the types of writing students should master before advancing to secondary education. 

Narrative Writing

     One of the best ways to engage middle schoolers is through narrative writing. By encouraging students to tell their own stories or imagine creative scenarios, they learn the basics of writing structure, such as the beginning, middle, and end. Narrative writing also introduces them to the concept of audience and purpose as they begin to see the impact of their words on readers. This type of writing can be highly accessible for students as it relates directly to their personal experiences, feelings, and dreams, making it a great entry point to more formal writing.

     Narrative writing includes various forms, such as:

* Personal narratives where students reflect on significant experiences

* Descriptive writing to practice sensory details

* Historical or viewpoint writing for learning perspective

     Narrative assignments allow students to express themselves and understand the value of organized, coherent thoughts on paper.

Expository Writing

     Expository writing focuses on clarity and structure, teaching students how to convey information effectively. It often proves challenging at first as students must shift from personal expression to objective explanation. Through expository writing, students learn to communicate ideas logically, a skill foundational to academic success in any subject. 

      Some types of expository writing I introduce include:

* Informational pieces, where students present factual data on a topic

* Cause and effect, where they analyze the relationship between events

* Problem and solution, encouraging critical thinking

      By engaging students in expository writing, teachers help them develop research skills, find reliable sources, and organize information in ways that make sense to an audience.

Argumentative Writing

     Argumentative writing introduces students to the art of persuasion and the importance of supporting opinions with evidence. Teaching this type of writing is particularly relevant for middle schoolers, who are naturally inclined to question authority and form opinions about their world. This writing style helps students articulate their viewpoints in a structured, logical manner, transitioning from emotional arguments to reasoned discussions backed by facts.

     There are various forms of argumentative writing, such as:

* Persuasive essays, where students support a claim and try to convince others

* Research-based arguments that require them to investigate a topic deeply

* Analysis, which calls for critical evaluation of information

     Argumentative writing promotes analytical thinking and helps students understand the power of language in influencing others.

Literary Analysis

     By the time students reach 8th grade, they are ready for the more sophisticated thinking required in literary analysis. This type of writing allows students to explore themes, symbols, and narrative techniques in the texts they read, helping them see literature as a conversation between writer and reader. Literary analysis introduces them to formal analysis, setting the stage for high school literature studies.

     In addition to mastering these genres, feedback and revision are critical components of writing instruction. Middle school students benefit from structured feedback loops, where teachers provide constructive criticism and allow students to revise their work. By engaging in these cycles, students learn to see writing as a process rather than a one-time task, developing resilience and perseverance. Creating peer feedback sessions where students evaluate each other’s work also promotes confidence and builds a supportive classroom environment. Peer feedback encourages students to consider different perspectives, which enriches their writing. Teachers in underserved communities, in particular, should use culturally relevant materials and examples in feedback sessions, giving students relatable frameworks from which to learn.

Next Steps

     Teaching academic writing to 11-14-year-olds in today’s education climate requires strategies tailored to diverse, sometimes underserved backgrounds. By focusing on foundational types of writing—narrative, expository, argumentative, and literary analysis—middle school teachers can foster students’ understanding and confidence. When students understand the purpose behind different writing forms, they gain a roadmap that will guide them through high school and beyond. Academic writing taught with purpose and cultural relevance, equips students to succeed. For middle school educators, the goal is to provide students not just with writing skills but with a platform for self-expression, critical thinking, and lifelong learning. As we work toward a future of more equitable education, each small step in teaching writing brings students closer to academic and personal success.