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16.021 - Modeling Scientific Writing: Current Problems and Potential Solutions for Teaching Writing to Struggling Students
Thu, April 27, 2:15 to 3:45pm, Henry B. Gonzalez Convention Center, Floor: Meeting Room Level, Room 209Session Type: Symposium
Abstract
This symposium presents five studies, from a range of classroom settings and international contexts, which focus on problems and potential solutions for teaching scientific writing. Together, the five papers (1) provide models of scientific writing from both theoretical and conceptual understandings, (2) document problems with implementing writing in elementary, middle, and high school, and (3) posit potential solutions for improving the quality of scientific writing, starting with preservice teachers. Following the five studies, the discussants will facilitate an interactive discussion between the panelists and audience about problems and solutions for teaching scientific writing.
Sub Unit
Chairs
Papers
Writing Tasks in Content-Area Instruction for Secondary Students: A Systematic Review of the Literature - Diane M. Miller, University of Houston - Downtown; Erin M. McTigue, Texas A&M University; Chyllis Elayne Scott, University of Nevada - Las Vegas
Writing-to-Learn in Secondary Science Classes: For Whom Is It Effective? - Katherine Landau Wright, Boise State University; Xuejun Ryan Ji, The University of British Columbia; Matthew James Etchells, Texas A&M University - College Station; Wendi Zimmer, Texas A&M University - College Station
Disciplinary Literacy in Elementary School: How a Struggling Student Positions Herself as a Writer - Anne Haland, University of Stavanger
A Disciplinary Perspective on Writing Instruction in Science Class - Sally Valentino Drew, Central Connecticut State University; Natalie Olinghouse, University of Connecticut; Michael N. Faggella-Luby, University of Connecticut
Solutions for Effective Writing: Developing Preservice Teachers' Beliefs About Writing Through Teacher Preparation Programs - Tracey S. Hodges, University of Alabama; Erin M. McTigue, Texas A&M University; Sharon Diane Matthews, Texas A&M University - College Station; Nancy Dubinski Weber, Texas A&M University - College Station