How to Use This Tool

To explore the Research Writing Skills Progression, use the links in the sidebar to the left. You can view the Progression one grade level at a time, or you can focus on one skill area at a time (e.g., “Identify and Research) and see what this skill area looks like for several grades side by side.

Navigating by skill area: In the left sidebar, click on a skill area of your choice. On the next page you will then be able to view the concepts and sub-skills for that one skill area for several grades side by side. A nice features of this side-by-side display is that you can choose to read down the page to see all the sub-skills for a single grade, or you can read across the page to see how skills build from one grade to the next.

Navigating by grade level: In the left sidebar, click on a grade level of interest. On the next page, you will then be able to click on tabs for “Identify and Research,” “Develop an Informed View,” and “Create a Product” to explore the sub-skills for just that grade level.

Finding lessons: On all the pages you visit, you will see links you can click to jump directly from a particular skill or sub-skill to a classroom-ready lesson specifically written to develop that skill or sub-skill.

Watch a 2-minute orientation tour:

Get the big picture:

We hope you enjoy exploring and using the Research Skills Progression! Please use the “Contact Us” link below if you have any questions or feedback.

Middle School High School

Identify and research a topic

6th Grade
Determine purpose and identify a research question
Activate prior knowledge*
*Review and refine research question as needed following this process.
Find & Evaluate Sources*
*The key difference between middle and high school is the number and complexity of sources students will use.
  • Select information from teacher-provided or vetted sources
    • Compare relative relevance of source to topic/research question by skimming and searching for key words and concepts
    • Evaluate source credibility
      • Authorship & time of publication
      • Purpose & audience
    • Record source citations
Generate & Evaluate Data*
*When appropriate to the nature of the project/assignment.
7th Grade
Determine purpose and identify a research question
Activate prior knowledge*
*Review and refine research question as needed following this process.
Find & Evaluate Sources*
*The key difference between middle and high school is the number and complexity of sources students will use.
Generate & Evaluate Data*
*When appropriate to the nature of the project/assignment.
8th Grade
Determine purpose and identify a research question
Activate prior knowledge*
*Review and refine research question as needed following this process.
Find & Evaluate Sources*
*The key difference between middle and high school is the number and complexity of sources students will use.
Generate & Evaluate Data*
*When appropriate to the nature of the project/assignment.
9th & 10th Grades
Determine purpose and identify a research question
Activate prior knowledge*
*Review and refine research question as needed following this process.
Find & Evaluate Sources*
*The key difference between middle and high school is the number and complexity of sources students will use.
Generate & Evaluate Data*
*When appropriate to the nature of the project/assignment.
11th & 12th Grades
Determine purpose and identify a research question
Activate prior knowledge*
*Review and refine research question as needed following this process.
Find & Evaluate Sources*
*The key difference between middle and high school is the number and complexity of sources students will use.
Generate & Evaluate Data*
*When appropriate to the nature of the project/assignment.
Middle School High School

Develop an informed view

6th Grade
Process, sift, and sort
  • Review research question to determine reading agenda
  • Preview to determine key sections related to research question
  • Annotate while reading closely to identify info that answers the research question
  • Use teacher-selected strategy to take notes to paraphrase or quote and organize important information, noting citation info for each note
  • Sort information into categories based on a theme or pattern
Analyze information to generate a claim or central idea*
*The complexity of the claim or central idea will vary depending on the writing task and grade level/skill of the writer.
Synthesize and Organize to Draft a Product*
*Note this order of writing process steps is only a suggestion. Students should be encouraged to approach drafting component parts in an order that works best for their thinking.
  • Use provided structure to make connections between information and ideas (outline or graphic organizer)
  • Draft body segments (paragraphs, storyboard segments, script sections, slides, etc.)
    • Select the most effective evidence to support the claim or central idea via quotation and paraphrase; include citations to avoid plagiarism
    • Analyze the information to explain how the facts connect to the claim or central idea
  • Review organizational choices
  • Draft an introduction that includes the claim or central idea
  • Draft a conclusion that relates to the claim/central idea and points to the importance of the piece for self and/or others.
7th Grade
Process, sift, and sort
  • Review research question to determine reading agenda
  • Preview to determine key sections related to research question
  • Annotate while reading closely to identify info that answers the research question
  • Use teacher or self-selected strategy to take notes to paraphrase or quote and organize important information, noting citation info for each note
  • Compare sources on the same topic with differing information or perspectives
  • Sort information into categories based at least one theme or pattern
  • Develop further questions for inquiry - more focused or broad as appropriate
Analyze information to generate a claim or central idea*
*The complexity of the claim or central idea will vary depending on the writing task and grade level/skill of the writer.
Synthesize and Organize to Draft a Product*
*Note this order of writing process steps is only a suggestion. Students should be encouraged to approach drafting component parts in an order that works best for their thinking.
  • Use provided structure to make connections between information and ideas (outline or graphic organizer)
  • Draft body segments (paragraphs, storyboard segments, script sections, slides, etc.)
    • Select the most credible and effective evidence to support the claim or central idea via quotation and paraphrase; include citations to avoid plagiarism
    • Analyze the information to explain how the facts connect to the claim or central idea
    • Refute counterarguments as needed or appropriate
    • Transition between sentences, paragraphs or segments
  • Review organizational choices
  • Draft an introduction that includes the claim or central idea
  • Draft a conclusion that relates to the claim/central idea and points to the importance of the piece for self and others
8th Grade
Process, sift, and sort
  • Review research question to determine reading agenda
  • Preview to determine key sections related to research question
  • Annotate while reading closely to identify info that answers the research question
  • Use teacher or self-selected strategy to take notes to paraphrase or quote and organize important information, noting citation info for each note
  • Compare sources on the same topic with differing information or perspectives
  • Sort information into categories based at least one theme or pattern
  • Develop further questions for inquiry - more focused or broad as appropriate
Analyze information to generate a claim or central idea*
*The complexity of the claim or central idea will vary depending on the writing task and grade level/skill of the writer.
Synthesize and Organize to Draft a Product*
*Note this order of writing process steps is only a suggestion. Students should be encouraged to approach drafting component parts in an order that works best for their thinking.
  • Use provided structure to make connections between information and ideas (outline or graphic organizer)
  • Draft body segments (paragraphs, storyboard segments, script sections, slides, etc.)
    • Select the most credible and effective evidence to support the claim or central idea via quotation and paraphrase; include citations to avoid plagiarism
    • Analyze the information to explain how the facts connect to the claim or central idea
    • Refute counterarguments as needed or appropriate
    • Transition between sentences, paragraphs or segments
  • Review organizational choices
  • Draft an introduction that includes the claim or central idea
  • Draft a conclusion that relates to the claim/central idea and points to the importance of the piece for self and others
9th & 10th Grades
Process, sift, and sort
  • Review research question to determine reading agenda
  • Preview to determine key sections related to research question
  • Annotate while reading closely to identify info that answers the research question
  • Select a strategy to take notes to paraphrase or quote and organize important information, noting citation info for each note
  • Compare sources on the same topic with differing information or perspectives
  • Sort information into categories and subcategories based on themes and patterns
  • Revisit and refine information categories as needed
  • Develop and pursue further questions for inquiry - more focused or broad as appropriate
Analyze information to generate a claim or central idea*
*The complexity of the claim or central idea will vary depending on the writing task and grade level/skill of the writer.
Synthesize and Organize to Draft a Product*
*Note this order of writing process steps is only a suggestion. Students should be encouraged to approach drafting component parts in an order that works best for their thinking.
  • Consider how audience and medium affect structure and content (e.g. Prezi, video, website, blog post)
  • Use provided structure or determine and generate a structure (outline or graphic organizer)
  • Draft body segments (paragraphs, storyboard segments, script sections, slides, etc.)
    • Select the most credible and effective evidence to support the claim or central idea via quotation and paraphrase; include citations to avoid plagiarism
    • Avoid over-reliance on any one source (mastery at 11/12th)
    • Analyze the information to explain how the facts connect to the claim or central idea
    • Refute counterarguments as needed or appropriate
    • Transition between sentences, paragraphs or segments
  • Review organizational choices
  • Draft an introduction that includes the claim or central idea
  • Draft a conclusion that points to the broader implications of the information to self, others, and/or experts
11th & 12th Grades
Process, sift, and sort
  • Review research question to determine reading agenda
  • Preview to determine key sections related to research question
  • Annotate while reading closely to identify info that answers the research question
  • Select a strategy to take notes to paraphrase or quote and organize important information, noting citation info for each note
  • Compare sources on the same topic with differing information or perspectives
  • Sort information into categories and subcategories based on themes and patterns
  • Revisit and refine information categories as needed
  • Develop and pursue further questions for inquiry - more focused or broad as appropriate
Analyze information to generate a claim or central idea*
*The complexity of the claim or central idea will vary depending on the writing task and grade level/skill of the writer.
Synthesize and Organize to Draft a Product*
*Note this order of writing process steps is only a suggestion. Students should be encouraged to approach drafting component parts in an order that works best for their thinking.
  • Consider how audience and medium affect structure and content (e.g. Prezi, video, website, blog post)
  • Use provided structure or determine and generate a structure (outline or graphic organizer)
  • Draft body segments (paragraphs, storyboard segments, script sections, slides, etc.)
    • Select the most credible and effective evidence to support the claim or central idea via quotation and paraphrase; include citations to avoid plagiarism
    • Avoid over-reliance on any one source (mastery at 11/12th)
    • Analyze the information to explain how the facts connect to the claim or central idea
    • Refute counterarguments as needed or appropriate
    • Transition between sentences, paragraphs or segments
  • Review organizational choices
  • Draft an introduction that includes the claim or central idea
  • Draft a conclusion that points to the broader implications of the information to self, others, and/or experts
Middle School High School

Create a product to inform an audience

6th Grade
Reflect and Revise
  • Review and reflect on the product to develop a revision plan
    • Revisit the research question to reflect on how thoroughly the question has been answered
    • Determine if more research is needed by identifying gaps in information or argument and return to research process as appropriate to fill these gaps
    • Refine claim/central idea if necessary
    • Revise structure and content as needed
  • Thoroughly edit the product to ensure a smooth reading/viewing experience for the audience
Publish and self-assess
7th Grade
Reflect and Revise
  • Review and reflect on the product to develop a revision plan
    • Revisit the research question to reflect on how thoroughly the question has been answered
    • Determine if more research is needed by identifying gaps in information or argument and return to research process as appropriate to fill these gaps
    • Refine claim/central idea if necessary
    • Revise structure and content as needed
  • Thoroughly edit the product to ensure a smooth reading/viewing experience for the audience
Publish and self-assess
8th Grade
Reflect and Revise
  • Review and reflect on the product to develop a revision plan
    • Revisit the research question to reflect on how thoroughly the question has been answered
    • Determine if more research is needed by identifying gaps in information or argument and return to research process as appropriate to fill these gaps
    • Refine claim/central idea if necessary
    • Revise structure and content as needed
  • Thoroughly edit the product to ensure a smooth reading/viewing experience for the audience
Publish and self-assess
9th & 10th Grades
Reflect and Revise
  • Review and reflect on the product to develop a revision plan
    • Revisit the research question to reflect on how thoroughly the question has been answered
    • Determine if more research is needed by identifying gaps in information, logic or argument and return to research process as appropriate to fill these gaps
    • Refine claim if necessary
    • Revise structure and content as needed
  • Thoroughly edit the product to ensure a smooth reading/viewing experience for the audience
Publish and self-assess
11th & 12th Grades
Reflect and Revise
  • Review and reflect on the product to develop a revision plan
    • Revisit the research question to reflect on how thoroughly the question has been answered
    • Determine if more research is needed by identifying gaps in information, logic or argument and return to research process as appropriate to fill these gaps
    • Refine claim if necessary
    • Revise structure and content as needed
  • Thoroughly edit the product to ensure a smooth reading/viewing experience for the audience
Publish and self-assess

6th Grade

Identify and research a topic
Determine purpose and identify a research question
Activate prior knowledge*
*Review and refine research question as needed following this process.
Find & Evaluate Sources*
*The key difference between middle and high school is the number and complexity of sources students will use.
  • Select information from teacher-provided or vetted sources
    • Compare relative relevance of source to topic/research question by skimming and searching for key words and concepts
    • Evaluate source credibility
      • Authorship & time of publication
      • Purpose & audience
    • Record source citations
Generate & Evaluate Data*
*When appropriate to the nature of the project/assignment.
Develop an informed view
Process, sift, and sort
  • Review research question to determine reading agenda
  • Preview to determine key sections related to research question
  • Annotate while reading closely to identify info that answers the research question
  • Use teacher-selected strategy to take notes to paraphrase or quote and organize important information, noting citation info for each note
  • Sort information into categories based on a theme or pattern
Analyze information to generate a claim or central idea*
*The complexity of the claim or central idea will vary depending on the writing task and grade level/skill of the writer.
Synthesize and Organize to Draft a Product*
*Note this order of writing process steps is only a suggestion. Students should be encouraged to approach drafting component parts in an order that works best for their thinking.
  • Use provided structure to make connections between information and ideas (outline or graphic organizer)
  • Draft body segments (paragraphs, storyboard segments, script sections, slides, etc.)
    • Select the most effective evidence to support the claim or central idea via quotation and paraphrase; include citations to avoid plagiarism
    • Analyze the information to explain how the facts connect to the claim or central idea
  • Review organizational choices
  • Draft an introduction that includes the claim or central idea
  • Draft a conclusion that relates to the claim/central idea and points to the importance of the piece for self and/or others.
Create a product to inform an audience
Reflect and Revise
  • Review and reflect on the product to develop a revision plan
    • Revisit the research question to reflect on how thoroughly the question has been answered
    • Determine if more research is needed by identifying gaps in information or argument and return to research process as appropriate to fill these gaps
    • Refine claim/central idea if necessary
    • Revise structure and content as needed
  • Thoroughly edit the product to ensure a smooth reading/viewing experience for the audience
Publish and self-assess

7th Grade

Identify and research a topic
Determine purpose and identify a research question
Activate prior knowledge*
*Review and refine research question as needed following this process.
Find & Evaluate Sources*
*The key difference between middle and high school is the number and complexity of sources students will use.
Generate & Evaluate Data*
*When appropriate to the nature of the project/assignment.
Develop an informed view
Process, sift, and sort
  • Review research question to determine reading agenda
  • Preview to determine key sections related to research question
  • Annotate while reading closely to identify info that answers the research question
  • Use teacher or self-selected strategy to take notes to paraphrase or quote and organize important information, noting citation info for each note
  • Compare sources on the same topic with differing information or perspectives
  • Sort information into categories based at least one theme or pattern
  • Develop further questions for inquiry - more focused or broad as appropriate
Analyze information to generate a claim or central idea*
*The complexity of the claim or central idea will vary depending on the writing task and grade level/skill of the writer.
Synthesize and Organize to Draft a Product*
*Note this order of writing process steps is only a suggestion. Students should be encouraged to approach drafting component parts in an order that works best for their thinking.
  • Use provided structure to make connections between information and ideas (outline or graphic organizer)
  • Draft body segments (paragraphs, storyboard segments, script sections, slides, etc.)
    • Select the most credible and effective evidence to support the claim or central idea via quotation and paraphrase; include citations to avoid plagiarism
    • Analyze the information to explain how the facts connect to the claim or central idea
    • Refute counterarguments as needed or appropriate
    • Transition between sentences, paragraphs or segments
  • Review organizational choices
  • Draft an introduction that includes the claim or central idea
  • Draft a conclusion that relates to the claim/central idea and points to the importance of the piece for self and others
Create a product to inform an audience
Reflect and Revise
  • Review and reflect on the product to develop a revision plan
    • Revisit the research question to reflect on how thoroughly the question has been answered
    • Determine if more research is needed by identifying gaps in information or argument and return to research process as appropriate to fill these gaps
    • Refine claim/central idea if necessary
    • Revise structure and content as needed
  • Thoroughly edit the product to ensure a smooth reading/viewing experience for the audience
Publish and self-assess

8th Grade

Identify and research a topic
Determine purpose and identify a research question
Activate prior knowledge*
*Review and refine research question as needed following this process.
Find & Evaluate Sources*
*The key difference between middle and high school is the number and complexity of sources students will use.
Generate & Evaluate Data*
*When appropriate to the nature of the project/assignment.
Develop an informed view
Process, sift, and sort
  • Review research question to determine reading agenda
  • Preview to determine key sections related to research question
  • Annotate while reading closely to identify info that answers the research question
  • Use teacher or self-selected strategy to take notes to paraphrase or quote and organize important information, noting citation info for each note
  • Compare sources on the same topic with differing information or perspectives
  • Sort information into categories based at least one theme or pattern
  • Develop further questions for inquiry - more focused or broad as appropriate
Analyze information to generate a claim or central idea*
*The complexity of the claim or central idea will vary depending on the writing task and grade level/skill of the writer.
Synthesize and Organize to Draft a Product*
*Note this order of writing process steps is only a suggestion. Students should be encouraged to approach drafting component parts in an order that works best for their thinking.
  • Use provided structure to make connections between information and ideas (outline or graphic organizer)
  • Draft body segments (paragraphs, storyboard segments, script sections, slides, etc.)
    • Select the most credible and effective evidence to support the claim or central idea via quotation and paraphrase; include citations to avoid plagiarism
    • Analyze the information to explain how the facts connect to the claim or central idea
    • Refute counterarguments as needed or appropriate
    • Transition between sentences, paragraphs or segments
  • Review organizational choices
  • Draft an introduction that includes the claim or central idea
  • Draft a conclusion that relates to the claim/central idea and points to the importance of the piece for self and others
Create a product to inform an audience
Reflect and Revise
  • Review and reflect on the product to develop a revision plan
    • Revisit the research question to reflect on how thoroughly the question has been answered
    • Determine if more research is needed by identifying gaps in information or argument and return to research process as appropriate to fill these gaps
    • Refine claim/central idea if necessary
    • Revise structure and content as needed
  • Thoroughly edit the product to ensure a smooth reading/viewing experience for the audience
Publish and self-assess

9th & 10th Grades

Identify and research a topic
Determine purpose and identify a research question
Activate prior knowledge*
*Review and refine research question as needed following this process.
Find & Evaluate Sources*
*The key difference between middle and high school is the number and complexity of sources students will use.
Generate & Evaluate Data*
*When appropriate to the nature of the project/assignment.
Develop an informed view
Process, sift, and sort
  • Review research question to determine reading agenda
  • Preview to determine key sections related to research question
  • Annotate while reading closely to identify info that answers the research question
  • Select a strategy to take notes to paraphrase or quote and organize important information, noting citation info for each note
  • Compare sources on the same topic with differing information or perspectives
  • Sort information into categories and subcategories based on themes and patterns
  • Revisit and refine information categories as needed
  • Develop and pursue further questions for inquiry - more focused or broad as appropriate
Analyze information to generate a claim or central idea*
*The complexity of the claim or central idea will vary depending on the writing task and grade level/skill of the writer.
Synthesize and Organize to Draft a Product*
*Note this order of writing process steps is only a suggestion. Students should be encouraged to approach drafting component parts in an order that works best for their thinking.
  • Consider how audience and medium affect structure and content (e.g. Prezi, video, website, blog post)
  • Use provided structure or determine and generate a structure (outline or graphic organizer)
  • Draft body segments (paragraphs, storyboard segments, script sections, slides, etc.)
    • Select the most credible and effective evidence to support the claim or central idea via quotation and paraphrase; include citations to avoid plagiarism
    • Avoid over-reliance on any one source (mastery at 11/12th)
    • Analyze the information to explain how the facts connect to the claim or central idea
    • Refute counterarguments as needed or appropriate
    • Transition between sentences, paragraphs or segments
  • Review organizational choices
  • Draft an introduction that includes the claim or central idea
  • Draft a conclusion that points to the broader implications of the information to self, others, and/or experts
Create a product to inform an audience
Reflect and Revise
  • Review and reflect on the product to develop a revision plan
    • Revisit the research question to reflect on how thoroughly the question has been answered
    • Determine if more research is needed by identifying gaps in information, logic or argument and return to research process as appropriate to fill these gaps
    • Refine claim if necessary
    • Revise structure and content as needed
  • Thoroughly edit the product to ensure a smooth reading/viewing experience for the audience
Publish and self-assess

11th & 12th Grades

Identify and research a topic
Determine purpose and identify a research question
Activate prior knowledge*
*Review and refine research question as needed following this process.
Find & Evaluate Sources*
*The key difference between middle and high school is the number and complexity of sources students will use.
Generate & Evaluate Data*
*When appropriate to the nature of the project/assignment.
Develop an informed view
Process, sift, and sort
  • Review research question to determine reading agenda
  • Preview to determine key sections related to research question
  • Annotate while reading closely to identify info that answers the research question
  • Select a strategy to take notes to paraphrase or quote and organize important information, noting citation info for each note
  • Compare sources on the same topic with differing information or perspectives
  • Sort information into categories and subcategories based on themes and patterns
  • Revisit and refine information categories as needed
  • Develop and pursue further questions for inquiry - more focused or broad as appropriate
Analyze information to generate a claim or central idea*
*The complexity of the claim or central idea will vary depending on the writing task and grade level/skill of the writer.
Synthesize and Organize to Draft a Product*
*Note this order of writing process steps is only a suggestion. Students should be encouraged to approach drafting component parts in an order that works best for their thinking.
  • Consider how audience and medium affect structure and content (e.g. Prezi, video, website, blog post)
  • Use provided structure or determine and generate a structure (outline or graphic organizer)
  • Draft body segments (paragraphs, storyboard segments, script sections, slides, etc.)
    • Select the most credible and effective evidence to support the claim or central idea via quotation and paraphrase; include citations to avoid plagiarism
    • Avoid over-reliance on any one source (mastery at 11/12th)
    • Analyze the information to explain how the facts connect to the claim or central idea
    • Refute counterarguments as needed or appropriate
    • Transition between sentences, paragraphs or segments
  • Review organizational choices
  • Draft an introduction that includes the claim or central idea
  • Draft a conclusion that points to the broader implications of the information to self, others, and/or experts
Create a product to inform an audience
Reflect and Revise
  • Review and reflect on the product to develop a revision plan
    • Revisit the research question to reflect on how thoroughly the question has been answered
    • Determine if more research is needed by identifying gaps in information, logic or argument and return to research process as appropriate to fill these gaps
    • Refine claim if necessary
    • Revise structure and content as needed
  • Thoroughly edit the product to ensure a smooth reading/viewing experience for the audience
Publish and self-assess