Writing-to-Learn Science: Breakthroughs, Barriers, and Promises.

This paper synthesizes research on the value of writing in learning science at all grade levels. Breakthroughs and barriers to the effective use of writing to learn science are discussed. Differences between elementary and secondary teachers are considered with regard to background in language arts, understanding of the writing process, and the engagement of science-related issues. The results of the Science Writing Heuristic (SWH) used with 7th grade students in the United States and 9th grade students in Australia are reviewed. (Contains 54 references.) (YDS)