Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-literacy-in-science-for-teachers-seneca-certified/4-1-1-writing-in-science

[Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: Literacy in Science for Teachers - Seneca Certified](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-literacy-in-science-for-teachers-seneca-certified.md) › Writing in Science

# Writing in Science

CPD: Literacy in Science for Teachers (by Amanda Fleck), topic 4.1.1

## Writing in Science

Reading in Science is important, but so is writing in Science.

### Barriers

![Barriers](https://image-v2.cdn.app.senecalearning.com/2018-08/c40e1a84-6ba5-4612-a768-c8abb0497876/barrier-tape-.jpg)

- According to Cameron (2003), there are barriers to writing well in Science:
 - At the word level, students' writing lacks a range of vocabulary including scientific terms.
 - At the sentence level, students writing lacks detail, many find it a challenge to express their ideas clearly.
 - At the text level, students are not clear about the different text types used in science.
 - Students often fail to structure and organise their writing.
 - Legibility, spelling, punctuation, and grammar can also be barriers.

### Dual-stream model (Hickock 2012)

![Dual-stream model (Hickock 2012)](https://image-v2.cdn.app.senecalearning.com/courseImages/chemistry/10.1.1%20Potable%20water/nature-landscape-stream-waterfall-395711-min.jpeg)

- Speech production and perception systems used to be viewed as being functionally distinct
but are now seen as being strongly interconnected.
- The ‘dual stream model’ is probably the predominant explanation.
- This model suggests that students articulate a concept verbally to gain a deeper
understanding of what they are learning prior to writing this down.

### Modelling scientific language

![Modelling scientific language](https://image-v2.cdn.app.senecalearning.com/courseImages/physics/3.1.5%20Sound%20waves/diffraction.jpg)

- For Carrier, 2011, teachers need to explicitly model the correct use of science-specific language.
 - Student: “We put this smooth powder in the bag along with the crunchy powder and the bag blew up and got hot.”
 - Teacher: “We mixed baking soda and calcium chloride with water resulting in a gas, and the heat was released.”
 - Scientist: “The combination of baking soda and calcium chloride is an exothermic reaction with the products of sodium chloride, calcium carbonate, and carbon dioxide.”

## Well done!

Thank you for completing our CPD course.
We hope you've enjoyed it and that it has given you some ideas for your own classroom.

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## Test yourself on Writing in Science

- Barriers to writing well in Science

[Practise this topic for free](https://app.senecalearning.com/classroom/course/28e73a94-15be-44ba-b967-d3fb671c12fc/section/c17c3fe2-c590-44ff-a156-2a213705d5b2/session)

- Previous topic: [3.1.2 Scientific Texts](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-literacy-in-science-for-teachers-seneca-certified/3-1-2-scientific-texts.md)

## CPD: Literacy in Science for Teachers (by Amanda Fleck) contents

### 1 Why Literacy Matters in Science Education?
- 1.1 Why Literacy Matters in Science Education?
  - [1.1.1 Why Literacy Matters in Science Education?](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-literacy-in-science-for-teachers-seneca-certified/1-1-1-why-literacy-matters-in-science-education.md)

### 2 The Language of Science
- 2.1 The Language of Science
  - [2.1.1 Scientific Vocabulary](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-literacy-in-science-for-teachers-seneca-certified/2-1-1-scientific-vocabulary.md)
  - [2.1.2 Word Tiers](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-literacy-in-science-for-teachers-seneca-certified/2-1-2-word-tiers.md)

### 3 Reading in Science
- 3.1 Reading in Science
  - [3.1.1 Reading in Science](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-literacy-in-science-for-teachers-seneca-certified/3-1-1-reading-in-science.md)
  - [3.1.2 Scientific Texts](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-literacy-in-science-for-teachers-seneca-certified/3-1-2-scientific-texts.md)

### 4 Writing in Science
- 4.1 Writing in Science
  - [4.1.1 Writing in Science](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-literacy-in-science-for-teachers-seneca-certified/4-1-1-writing-in-science.md)