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ERIC Number: ED569161
Record Type: Non-Journal
Publication Date: 2016-Oct
Pages: 176
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-0-8077-5806-9
ISSN: N/A
Composing Science: A Facilitator's Guide to Writing in the Science Classroom
Elliott, Leslie Atkins; Jaxon, Kim; Salter, Irene
Teachers College Press
Offering expertise in the teaching of writing (Kim Jaxon) and the teaching of science (Leslie Atkins Elliott and Irene Salter), this book will help instructors create classrooms in which students use writing to learn and think scientifically. The authors provide concrete approaches for engaging students in practices that mirror the work that writing plays in the development and dissemination of scientific ideas, as opposed to replicating the polished academic writing of research scientists. Addressing a range of genres that can help students deepen their scientific reasoning and inquiry, this text includes activities, guidelines, resources, and assessment suggestions. Composing Science is a valuable resource for university-level science faculty, science methods course instructors in teacher preparation programs, and secondary science teachers who have been asked to address the Common Core ELA Standards. Book features: (1) Provides models for integrating writing into science courses and lesson plans; (2) Focuses on the work that science writing does, both in the development and dissemination of ideas; (3) Addresses the Next Generation Science Standards and the Common Core ELA Standards; and (4) Includes samples of student work, classroom transcripts, and photographs that capture the visual elements of science writing. [The Foreword is written by Tom Fox.]
Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A