CISIP Writing
Framework
Approaches to Teaching and
Learning Science and Writing
This Is Science . . .
Why Write?
 What does it mean to “write to learn
science”?
 Why should we use writing as a vehicle for
science learning when other alternatives
exist?
Scientific Writing
• Writing in science has a specific form.
• Scientific writing has all of the characteristics
of scientific discourse in written form.
• It is augmented by visual/graphical representations to
support conclusions.
Writing to Learn Strategies
 associate concepts with
language
 access prior knowledge
through pre-writing activities
 use writing as a means for
students to discover and
explore what they know and to
learn more through writing
 provide opportunities for
writing to generate and
negotiate meaning
 provide opportunities for
writing to reflect, analyze, and
communicate ideas
Writing to Learn
 Writing to learn is both formal and
informal writing.
 Types of writing to learn activities include

Note taking

Journal writing

Free writes
 How can teachers help students succeed in
writing to learn activities?
Six Keys to Successful Writing to
Learn Science Activities
FIRST KEY
 The writing must be embedded into
the science inquiry activity and
emphasize the nature of science.
 It must be seen by both teachers and
students as an integral part of the
science, not an additional task.
Six Keys to Successful Writing to
Learn Science Activities
FIRST KEY Activities
 Writing a letter to a lay-person in
response to a question posed at the
beginning of the inquiry lesson
 Recording results of an experiment in
a science notebook or journal
Six Keys to Successful Writing to
Learn Science Activities
SECOND KEY
 Students need explicit teaching in
science writing content, forms, and
processes that illustrates the
relationship between science
writing and the nature of science.
Six Keys to Successful Writing to
Learn Science Activities
SECOND KEY Activities
 Provide specific prompts
(How did you use the
feedback you received from
peer review to revise your
results section?)
 Discuss model texts, genre
templates
 Create scaffolding
exercises and activities (for
thinking and writing processes
like planning, reviewing, and
translating)
 Clarify vocabulary and
language patterns used
Six Keys to Successful Writing to
Learn Science Activities
THIRD KEY
 Students need multiple opportunities to write in the
same genre or application.
Six Keys to Successful Writing to
Learn Science Activities
THIRD KEY activities
 Reflective journal entries and short
essays at several stages of the
inquiry lesson process
 Lab reports for several different
inquiry lessons over the course of a
semester or school year
Six Keys to Successful Writing to
Learn Science Activities
FOURTH KEY
 Students should engage in
science writing that
encourages metacognition.
Six Keys to Successful Writing to
Learn Science Activities
FOURTH KEY activities
 Journaling about learning
 Analytical reflective essays
 E-mail and/or discussion board
conversations about processes used
Six Keys to Successful Writing to
Learn Science Activities
FIFTH KEY
 Students should engage in science writing that
provides opportunity for the transformation of
knowledge through a negotiation of meaning
Six Keys to Successful Writing to
Learn Science Activities
FIFTH KEY activities
 Writing should be analytical (both expressive and
expository) when possible.
 Writing should access prior knowledge and link that
prior knowledge to material students are learning in
class (pre-writing and post writing).
 Writing activities should foster a sharing of ideas
among peers and professionals.
Six Keys to Successful Writing to
Learn Science Activities
SIXTH KEY
 Students should receive regular,
meaningful feedback from the
instructor in addition to feed back
from peers, along with opportunities
to revise their work based on
feedback received.
Six Keys to Successful Writing to
Learn Science Activities
SIXTH KEY activities
 Peer response sessions
 Written feedback from
the instructor
 Individual face-to-face
conferences
 Requiring multiple drafts
 Large group, instructor-
facilitated discussion of
sample student papers
 Allowing the revision of
“final” drafts
Science Inquiry Process
 Engagement

Exploration
Explanation
 Expansion
E-Assessment
Engagement
Teacher Designed
Writing Activities
 Journaling
 One minute “essay”
 Concept mapping
 Drawing with
explanation
 Poetry
Student Thinking
 What do I already
know?
 How could or
does this apply to
my life?
Exploration
Teacher Designed
Writing Activities
Student Thinking
 Taking notes
 What did I do?
 Recording data and processes
 What did I observe?
 Journaling
 How do my ideas compare
 Writing analyses of articles
 Interview notes
 Storytelling
with other ideas?
Explanation
Teacher Designed
Writing Activities
Student Thinking
 Lab report
 What can I claim?
 Letter explaining a
 How do I know?
concept
 Graph or diagram
explained in writing
 What does it mean?
Expansion
Teacher Designed
Writing Activities
 Create an experiment exploring a
related, real word problem using
material just learned and record
results

Journal article

Brochure

Book jacket
Student Thinking
 How does this apply to
other things in my life?
E-Assessment
Teacher Designed
Writing Activities
 Science notebook
journaling
Student Thinking
 How have my ideas changed?
 How did I do?
 Concept mapping
 Rubric exercises
 Analytical reflective
essay
 How did I learn best?
 What do I still want to know?
Six Keys to Successful Writing to
Learn Science Activities
Six Keys to Successful Writing to
Learn Science Activities