Writing academic essays supported by reliable sources is a challenging task for university students. Students at a Foundation Program level are often used to writing opinion-based or narrative essays; research and integration of sources into formal writing is a novel concept. Similar to a scaffolded approach to teaching text structures and academic language usage, the way we introduce students to research may be more effective if it is also carefully scaffolded and embedded into a unit’s syllabus. In these slides, using the case study of international students in a Foundation Program at SIBT, Amanda Oppliger and Karen McRae provide an insight into curriculum design by explaining how they scaffold research and writing; how to read academic journals effectively and then adapt the knowledge acquired into an argument essay. The approaches shared in this session can be applied by teachers across all disciplines.