Journal of a Black Teacher

by Don Allen, Ed.S., M.A. Ed., MAT (Journal of A Black Teacher)  Introduction      This article focuses on best practices and research-based strategies for teaching middle school students (ages 11–14) academic writing. As an educator working directly with these students, I encounter the daily reality of bridging gaps in their understanding, often starting with small, targeted chunks of knowledge. Adopting a constructivist approach, I aim to engage students in active learning experiences that scaffold their growth, fostering a mindset that sees improvement as achievable and writing as a skill they can develop. One core principle in this process is recognizing the importance of attention in learning. As Zaretta Lynn Hammond notes, “Attention drives learning. Neuroscience reminds us that before we can be motivated to learn what is in front of us, we must pay attention to it.” Applying this to middle school writing instruction means designing lessons that captivate stude...

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 ...