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Perspectives: On Writing in Science

by: Sandra K. Abell

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Many teachers use writing in science as a recording tool (science notebooks) or to find out what students have learned (constructed response tests). Yet writing experts Judith Langer and Arthur Applebee (1987) tell us that writing to evaluate knowledge and skills is only one of several purposes for writing. According to their framework, writing in science classrooms can also: 1) draw on prior knowledge to prepare for new activities, 2) foster new learning, 3) consolidate and review ideas, and 4) reformulate and extend knowledge.

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Type Journal ArticlePub Date 12/1/2006Stock # sc06_044_04_60Volume 044Issue 04

NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.

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