Science Writing

Sunstones at The Lawrence

Learning to Teach to Argue: Case Studies in Professional Learning in Evidence-Based Science Writing

The emphasis on scientific practices articulated by the National Research Council framework and the Next Generation Science Standards requires significant pedagogical shifts for U.S. science teachers. This study provides a rare window into the challenges and opportunities teachers encounter as they introduce argument writing into their science classrooms with support from the National Writing Project’s Inquiry into Science Writing project.

Children playing on the DNA sculpture at the Lawrence

Exploring the Influence of Science Writing Instruction on Fourth Graders’ Writing

This paper, presented at the National Reading Conference in December 2009, examines the affordances of an integrated science-literacy curriculum on students’ writing development. As part of the efficacy study on the Seeds of Science/Roots of Reading® unit Light Energy, students were given a writing prompt that was scored on several dimensions, including science content, vocabulary, and clarity. Students in Seeds of Science/Roots of Reading classrooms outperformed students in control classrooms on all but two dimensions of science writing.

Two children and a staff member are working together during a science activity.

Reading and Writing in the Service of Inquiry-Based Science

This paper presents a working model of the science-literacy interface. The authors include insights gained from developing theSeeds of Seeds of Science/Roots of Reading® program, and guidance for educators in shaping an appropriate and supportive role for text and for literacy practices in inquiry-based science.