Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

Monthly Update sign up
Mailing List signup



Writing in Science

Gaining Proficiency

There are several hallmarks of more sophisticated and confident science writing. Accomplished science writers are able to tailor their writing for specific audiences, formats, and lengths. They can also move the content that they want to communicate across different modes and platforms of communication, including journalistic articles, formal research reports, Facebook postings, podcasts, videos, twitter, wikis, blogs, and oral presentations.

The key to developing greater proficiency is to write more, write in diverse forms, and rewrite and reversion material. Revising can be painful for students who may feel it is repetitive; however, it is probably the single most important path to better writing, especially if peer and teachers feedback is part of the process. Changing the audience or the form of the writing can help some students feel like the work is not repetitive.

Video and Reflection: Watch Writing for New Media to see an 11th grade English class focusing on revising and polishing written scripts for podcasts. You may want to take notes on the questions below.

  • Before you watch: Do you make use of a workshop approach in your teaching? If so, what are the key elements that make a workshop approach work?
  • Watch the video: As you watch, note the specific instructions and feedback Ms. Cunningham gives students on their scripts. What aspects of the activity afford Ms. Cunningham the opportunity to differentiate instruction?


Writing for New Media

Jane Cunningham engages her students with a journalism podcast project in which they create their own podcasts about a subject of their choice.

‚ÄčTeacher: Jane Cunningham

School: Reading Memorial High School, Reading, MA

Grade: 11

Discipline: English

Lesson Topic: The power of narrative podcast project

Lesson Month: June

Number of Students: 18

  • Reflect: Think about how you might use interviews to help your students gain science literacy. In addition to working scientists, who might your students interview, and what would the benefit be?