Writing

According to the new Tennessee Science Standards, "writing in a science classroom does not mimic that of writing in an English language arts classroom. Students in early grades should begin to employ technical writing skills to strengthen sequencing skills, as done through the writing of procedures. In high school, students should be able to write a report complete with introduction, methods, results, analysis, and conclusion" (p. 14). Our goal with this resource is to provide science teachers with an instructional guide to support reading in their classrooms.

Why is writing an essential component of scientific literacy?

To be scientifically literate, students should have the ability to communicate their thoughts to others by writing. In a scientific literacy curriculum, reading and writing can serve as dynamic vehicles for learning science meaningfully (Glynn & Muth, 1994). Whether students write, type or text, the skill of effectively writing is at the forefront of scientific literacy because being scientifically literate "...embrace[s] the notion of lifelong learning in science" (Glynn & Muth, 1994). Unfortunately, little consideration has been given to the internal cognitive processes that lead to a better understanding of scientific material as a result of the struggle to compose (Holliday, Yore, & Alverman., 1994).

There have been many proven benefits to writing in the educational setting. According to Graham and Hall (2016), writing has benefits that reach beyond the classroom. To start, writing is an essential skill for most jobs. Graham and Hall note that "...80% of blue-collar workers report that writing is a part of their job" (p. 3).

Learning to write prepares students for writing to learn. As Glynn and Muth (1994) state, "students who write about scientific topics call upon previously learned knowledge and scientific process skills. Students who are competent writers can create constructed understandings of material in their working memories, therefore, they become more memorable and applicable" (p. 1064).

The task of educational researchers is to show how reading and writing can be used most effectively to support science learning (Glynn & Muth, 1994). Much like researchers, science teachers have a responsibility to research methods to support students' scientific writing. A study according to Nicholson et. al. (2016) states that teachers roles are critical to students' scientific writing. Teachers improve students' learning by "...understanding child development...and encourag[ing] social skills to promote communication" (Nicholson et. al., 2016, p. 230).

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