Title: 13 Tips for Writing in the Science Classroom
Abstract: The high school where I teach emphasizes writing in the science classroom. Writing helps students improve vocabulary, increase comprehension of concepts, make connections, improve understanding of laboratory investigations, and develop processing skills while using scientific material creatively (Prain 2006). In this Idea Bank, I share 13 methods I have used to incorporate writing in high school biology and chemistry classrooms: 1. Warm-up writing. During the first 10 minutes of class, I ask students to respond to a short writing prompt, such as Discuss the pros and cons of using nuclear energy. Students then exchange their papers with classmates for review and feedback (Nelson and Schunn 2009). Occasionally, I read several student responses to the class, and we discuss how to strengthen them. 2. Ten-word summary. Near the end of a class period, I often ask students to write a summary of what they learned in 10 words or less. Additionally, I ask them to define a major science term or concept in five to 10 words. Some students write their responses on the whiteboard for class discussion. This exercise encourages students to write concisely with intentionality, purpose, and clarity, resulting in higher-order thinking (Black 2011). 3. Point. Students can also complete Angelo and Cross's (1998) Muddiest Point classroom assessment in which they write one sentence on an index card stating what was unclear about an activity. The teacher collects the cards at the end of the period and discusses them with the class the next day. 4. Writing to an audience. As a class project, students can compose letters to authentic audiences (Gunel, Hand, and McDermott 2009), such as those in lower grades, explaining how to balance equations or write chemical formulas. Students tend to write more clearly when addressing younger audiences, simplifying text instead of omitting details they assume the teacher already knows. 5. Documents and visual aids. Documents, graphs, pictures, or other visual aids can stimulate a writing task. For example, I provide my biology students with a picture of a DNA molecule and then ask them to explain the process of transcription. The visual aid helps students incorporate prior knowledge in their writing and improve their observational and analytical skills. 6. Compare and contrast. Students can improve their scientific vocabulary by writing a paragraph in which they compare and contrast related terms, such as mitosis and meiosis or elements, compounds, and mixtures. Before writing, students brainstorm ways to include similarities and differences. They use graphic organizers such as Venn diagrams to help consolidate their thoughts (Eppler 2006). 7. Journal writing. I have students collect all of their writing samples in composition books. I frequently ask them to write guided reflections, noting connections between prior knowledge and new learning (McDonald and Dominguez 2009, p. 46). 8. Quiz or test question. I like to ask a question on a quiz or test that requires students to write a short paragraph or essay. 9. Pamphlet or booklet project. Teachers can have students design a booklet or pamphlet on a current topic of study. For example, at the end of the nuclear unit, my students make pamphlets based on their stances on nuclear power. Simple publishing software helps make the project fun. 10. Letter to the editor. As a culmination activity for a unit, students can write letters to the editor of a local newspaper supporting a position (e. …
Publication Year: 2012
Publication Date: 2012-03-01
Language: en
Type: article
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