RECO Research

Write a research paper in any area. Includes submission to 2 journals.

Ideal for Grades 10-12 with clear subject interests, high grades, and writing experience.

3 months | 15+ live hours | 6000+ words | Individual Mentoring

Overview and Purpose

RECO Research is for students ready to take on a substantial, college-style project that demonstrates depth, discipline, and intellectual stamina. It guides them through designing and completing a formal research paper on a topic of genuine interest, helping them learn how to ask focused questions, review sources, and build an argument supported by evidence. The program prepares students for the kind of analytical and research writing expected in college, from term papers to dissertations, and helps them stand out for their ability to think deeply, manage long-term work, and communicate ideas with academic precision.

The RECO Process

We submit to Journal of Emerging Investigators, Columbia Junior Science Journal, Whitman Journal of Psychology, Concord Review, Young Scientist Journal, and more.

Explore a topic closely related to your mentor’s expertise for cutting-edge papers! Our mentors work in

  • Discovery call with mentor or founder to identify a topic or broad issue relevant to you.

  • Conduct a wide literature review to ensure you identify a real scholarly gap worthy of research.

  • Frame research question, your hypothesis, and method. Start researching and write your first full draft.

  • Work with a writing coach to improve your communication and prepare to submit for publication.

  • Implement feedback from the publisher and resubmit if required.

  • If you pick the primary research option, there will be 3 extra sessions between sessions 9 and 10 to guide on conducting a survey and reporting on primary data.

Mention primary research option

The RECO USP

What makes doing a research paper with RECO different is that it’s not about producing a polished final paper for your résumé, but about experiencing the real, often messy process of research itself. Students learn how ideas evolve through exploration, reading widely, following unexpected leads, and even going down a few rabbit holes along the way.

Through this, they discover that meaningful research isn’t linear or formulaic, but a process of curiosity, refinement, and discovery. RECO focuses on helping students understand how real research unfolds — from forming questions to navigating sources and shaping insights — so that the outcome reflects both intellectual depth and genuine exploration.

How To Join

Testimonials

  • “Most students go to college without purpose. RECO is doing important work in helping students make the most of their time in college."

    Anuja Kohli Mariwala, Education Consultant

  • “The approachability and friendliness of the team made my experience extremely enjoyable. I’ve connected with my mentors even post the program.”

    Aarush Kamdar, Grade 11, Don Bosco International School, Mumbai

  • “I appreciated how flexible they were, prioritizing each student and their specific needs and not burdening them with additional work.”

    Fuad Agha, Grade 12, Reva Independent PU, Bangalore

FAQs

  • The application is very selective, as most students do not have the drive and stamina to sustain the work that we require them to do in this course. Students who have completed RECO Reads may find the process easier.

  • We don’t expect students to be polished academic writers when they start. What matters more is a willingness to express their ideas clearly and to take feedback seriously. Students should be open to exploring different angles of a topic, and willing to revise and rethink their writing as they go. We are not looking for students who simply want to pad their CVs.

  • In most cases, the articles will be connected by a theme the student chooses at the start of the course. This usually allows deeper and more well-rounded thinking. The articles, however, will be distinct from each other in their precise focus.

    All this said, we are committed to ensuring that a student’s writing portfolio brings together their diverse academic, extracurricular, and personal interests by finding and drawing connections between these!

  • Given the rigorous application process for RECO Writes and the demands of the course, there is a high chance that all the articles a student writes will be published in the RECO Review.

    However, students will have to go through the independent process of publishing in The RECO Review. The cost of this process will be free for students of RECO Writes.

    After RECO Writes, students will have a future directions call with the Founder of RECO, in which they will discuss how students can take their work forward and where they can publish any work they have created that is not published in The RECO Review.

  • The RECO Review has an editorial board, which includes only PhD students, professors, and other thought leaders. To get published, high school students and all other authors go through the same process of two stages.

    In Stage 1, writers submit their writing along with a form explaining their process and motivations, and pitching their work. Only if selected, writers will enter Stage 2, in which they work with our editors to refine and finalize their work.

    There is no fee for writers to submit their work to be considered in Stage 1. If a writer’s work is selected for publication and they would like to move on to Stage 2, there will be a publication fee.

  • The RECO Review has an editorial board, which includes only PhD students, professors, and other thought leaders from the world’s finest universities. We also regularly feature publications by individuals of similar credibility. We have high standards of quality, a commitment to social good, and a rigorous application process. For all these reasons, The RECO Review is considered a high-quality publication, especially among academics.

  • The student leads the content, voice, and direction of each piece. Mentors provide feedback, structural guidance, and challenge the student to push deeper — but they don’t rewrite or dictate. Students revise based on suggestions, and the final work is their own. Ownership is core to the program’s design.