Engage your students in scientific thinking across disciplines! Did you know that scientists spend more than half of their time reading and writing? Students who are science literate can analyze, present, and defend data – both orally and in writing. The updated edition of this bestseller offers strategies to link the new science standards with literacy expectations and specific ideas you can put to work right away. Features include: • A discussion of how to use science to develop essential 21st century skills • Instructional routines that help students become better writers • Useful strategies for using complex scientific texts in the classroom • Tools to monitor student progress through formative assessment When students are curious, they thrive. Give your students the strong base they need to create and share scientific ideas that have an impact in the classroom and beyond. “This is a teacher-friendly book that drew me in from the introduction to the end. Through real-life scenarios combined with useful methods for instruction, it illustrates how science teachers can use language as a tool for teaching science.” -Trina Allen, Science Content Specialist Measurement Incorporated “An eminently readable guide for the novice and experienced teacher. The many practical ideas in this volume demonstrate that improving students’ skills in reading and writing can also improve their understanding and ability in science.” – Cary Sneider, Associate Research Professor Portland State University, Portland, OR

Writing Like a Scientist

Writing Like a Scientist

Mike Scott is a bench scientist in Los Angeles. He spends a significant part of his day setting up and executing laboratory investigations for a Southern California biotechnology company. When Mike applied for this position, his employer, in addition to reviewing Mike’s résumé and references, asked for a writing sample. Mike’s employer did not ask for an essay or a literary paragraph but instead he asked Mike to read an article about water consumption in the United States and create a summary and a graphic that displayed consumption differences in the United States. He was interested is seeing an example of ...

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