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Individualized Journalism Programs for Middle School Students

Our journalism programs offer students the opportunity to develop core writing skills while exploring modern culture and media. Whether your child is an aspiring journalist or simply wants a fun and unique way to learn the craft of writing, our journalism programs develop skills critical to all forms of expression. While working on assigned articles, students learn valuable research and observational techniques. They develop their composition skills by translating this research into a detailed outline. Using the outline as a guidepost, and with coaching from the instructor, students will generate a first draft. As the journalism program progresses, the tutor will review this draft on multiple occasions, using each opportunity to provide feedback. As the piece nears completion, instructor and student will work on copyediting, with the goal of completing an article worthy of publication in a school or local newspaper.

Our journalism courses have three goals:

  1. Build the student’s core writing skills.
  2. Increase the student’s exposure to the theory and practice of journalism.
  3. Develop multiple finished articles that can strengthen the student’s writing portfolio and be submitted for publication.

Journalism programs are a wonderful way to keep students intellectually engaged as an extracurricular activity, and they are ideally suited for the extra time students have during school vacations. A typical journalism program will involve the tutor and student meeting once per week for 60-90 minutes. The instructor will likely assign between 2 and 6 articles for the student to research and write. At the outset, the program may focus intensively on the skills of observation, research, and composition, while later assignments may come at a more rapid pace to emulate the deadline-driven journalism environment.

Whether your child would like to write about current events, movie reviews, book reviews, or local sporting events, our journalism courses can focus on your child’s interests. Instructors encourage students to attend events, observe, take notes, and even learn basic interviewing techniques. While journalism requires rigorous research and precise writing, it offers an engaging entry point for students just entering the world of academic and analytical writing.

Our Journalism Instructors:
Our team of Journalism instructors includes the tutors below. Click on the instructor’s short profile to access his or her full profile:

Katie B., M.F.A.
Katie B., M.F.A.
Education

Vermont College of Fine Arts, MFA in Writing for Children and Young Adults
Tufts University, MA in Teaching
Brown University, BA in Education Studies, magna cum laude
Phillips Academy, Andover


Summary of Experience

Katie has extensive experience as both a writer and educator. She taught high school English for several years and was a founding faculty member of a charter school. As Features Editor of the internationally distributed Teen Voices magazine, she worked with teen writers and their mentors. An award-winning novelist, Katie is also a communications expert in the nonprofit and educational sectors.

Katrina G.-S., M.A.
Katrina G.-S., M.A.
Education

Boston University, MA, Earhart Fellow in Journalism & Sociology
Boston College, BA in Theater Arts


Summary of Experience

Katrina’s travel essays have been published by NPR, National Geographic, The Christian Science Monitor, and CNN-go, among others. Her children’s book, Ma, The Search for Silence, is forthcoming from Little, Brown, and Company in 2013. She taught writing at the prestigious Kikokushijo Academy in Tokyo, where she was also a TV Journalist and Producer for NHK- World, and for Atraves in Nicaragua.

Danielle M., M.F.A.
Danielle M., M.F.A.
Education

Emerson College, MFA in Writing, Literature, and Publishing
Georgetown University, BA in Psychology
Phillips Academy, Andover


Summary of Experience

Currently a member of the English faculty at Lawrence Academy, Danielle also works with the Academy's College Office, assisting students with the college-essay writing process. She has also taught at Andover's summer school, where she instructed students in the rigorous MS² program and edited the program's alumni magazine. Before becoming a teacher, Danielle worked as a writer and journalist for The Boston Phoenix.

Marisa H., M.F.A.
Marisa H., M.F.A.
Education

University of Iowa Writers’ Workshop, MFA in Fiction Writing
Fulbright Fellow in Creative Writing to India
University of California, Berkeley, BA in English and Interdisciplinary Studies Field, Phi Beta Kappa


Summary of Experience

As a teacher, tutor, and workshop leader, Marisa's students have ranged from struggling writers to M.F.A. candidates. She has taught at universities including Stanford and U.C. Berkeley in composition, nonfiction, poetry, and fiction. Her memoir Loyal to the Sky (2007) won the Nautilus Gold Award for World-Changing Books. In 2010, she received a Fulbright fellowship in Creative Writing.

Cara K., M.Ed.
Cara K., M.Ed.
Education

Lesley University, MEd
Northwestern University, BSJ, Medill School of Journalism


Summary of Experience

A private tutor and teacher, Cara combines concrete feedback with encouragement to help students become concise, clear, and effective writers. With a background in journalism and experience in communications, she tutors students in journalism and professional writing in addition to academic writing and admission essays.

Ian C., M.A.R.
Ian C., M.A.R.
Education

Boston College, PhD in Philosophy (Expected)
Yale University, MAR in Philosophy of Religion, magna cum laude
Oxford University, Visiting Student in Political Philosophy
Gordon College, BA in Political Studies, summa cum laude 


Summary of Experience

Ian began to tutor while a graduate student at Yale, initially focusing on test preparation and then expanding to academic writing and admission essays. His own writing spans scholarly, journalistic, and professional fields. Ian writes about art and culture for several national publications, including The Wall Street Journal, where he was also a Bartley Fellow.


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