Science
Science and engineering would be impossible without the foundational literacy skills of reading, writing, speaking, and listening (Norris and Phillips 2003). When asked what a scientist does, the majority of people describe scientists performing experiments, but scientists actually spend a great deal of time reading, writing and talking about ideas (Tenopir and King 2004). Communicating in written or spoken form is a fundamental practice of science; it requires scientists to describe observations precisely, clarify their thinking, and justify their arguments. Because writing is one of the primary means of communicating in the scientific community, learning how to produce scientific texts is as essential to developing an understanding of science. Communication occurs in a variety of formal venues, including peer-reviewed journals, books, conference presentations, and carefully constructed websites; it occurs as well through informal means, such as discussions, email messages, phone calls, and blogs. Additionally, science requires the ability to derive meaning from scientific texts (such as papers, the Internet, symposia, and lectures), to evaluate the scientific validity of the information thus acquired, and to integrate that information. Science cannot advance and engineering cannot produce new or improved technologies if scientists are unable to communicate their findings clearly and persuasively (A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas 2012 and Science Framework for California Public Schools Kindergarten through Grade 12 2016).
Science and engineering would be impossible without the foundational literacy skills of reading, writing, speaking, and listening (Norris and Phillips 2003). When asked what a scientist does, the majority of people describe scientists performing experiments, but scientists actually spend a great deal of time reading, writing and talking about ideas (Tenopir and King 2004). Communicating in written or spoken form is a fundamental practice of science; it requires scientists to describe observations precisely, clarify their thinking, and justify their arguments. Because writing is one of the primary means of communicating in the scientific community, learning how to produce scientific texts is as essential to developing an understanding of science. Communication occurs in a variety of formal venues, including peer-reviewed journals, books, conference presentations, and carefully constructed websites; it occurs as well through informal means, such as discussions, email messages, phone calls, and blogs. Additionally, science requires the ability to derive meaning from scientific texts (such as papers, the Internet, symposia, and lectures), to evaluate the scientific validity of the information thus acquired, and to integrate that information. Science cannot advance and engineering cannot produce new or improved technologies if scientists are unable to communicate their findings clearly and persuasively (A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas 2012 and Science Framework for California Public Schools Kindergarten through Grade 12 2016).
The following resources can support student writing in science for three of the Next Generation Science Standards science and engineering practices (SEP): SEP-6 Constructing Explanations and Designing Solutions, SEP-7 Engaging in Argument from Evidence, and SEP-8 Obtaining, Evaluating, and Communicating Information.
The following resources can support student writing in science for three of the Next Generation Science Standards science and engineering practices (SEP): SEP-6 Constructing Explanations and Designing Solutions, SEP-7 Engaging in Argument from Evidence, and SEP-8 Obtaining, Evaluating, and Communicating Information.
