This article seeks to provide a research-based argument in favor of encouraging teachers to seek authentic writing territories when asking students to conduct and disseminate research. At some point, research writing moved towards formulaic, inauthentically structured essays that lacked authentic audiences and thus failed to provide the space to encourage students to stretch their writing practice and grow in their understanding of their writing and themselves. Furthermore, research writing provides for choice and relevance, two important factors when planning writing tasks for a writer's workshop. A writer's workshop should encourage students to explore their place in our world and they should approach that task through the connections that can be made by addressing authentic writing scenarios that require the writer to consider the audience in addition to the subject and purpose. Freeing students from the shackles of formula writing will promote growth and opportunities for real writing growth.