A Disciplinary Perspective on Writing Instruction in Science Class

• In Event: 16.021 - Modeling Scientific Writing: Current Problems and Potential Solutions for Teaching Writing to Struggling Students

Abstract

Purposes for writing in science are unique to the discipline. States are poised to adopt the Next Generation Science Standards [NGSS], therefore science teachers are expected to include writing as a foundational element of “doing” science. This paper reports the results of a national survey of science teachers’ purposes, assignments, instructional practices and adaptations for disciplinary writing in science aligned to NGSS. Analysis of results led to the development of a Framework for Disciplinary Writing in Science [Framework], that builds from a model of disciplinary literacy (Shanahan & Shanahan, 2008), but specifies writing progressions based on a theory of skilled writing (Bereiter & Scardamalia, 1987) and writing for scientific purposes (Hand & Prain, 2002; NRC, 2012).

Authors

• Sally Valentino Drew, Central Connecticut State University

• Natalie Olinghouse, University of Connecticut

• Michael N. Faggella-Luby, University of Connecticut