The Intersection of Science and Writing

by Amy Shultz

Writing to Learn Science

For years, proponents of writing across the curriculum have proclaimed the benefits of integrating writing in science. The National Commission on Writing (2003) upholds this integration because, “[a]t its best, writing is learning” (p.13). William Zinsser, reknown writer and teacher of writing believes that “[w]riting is thinking on paper” (p. 148-149). We can even turn to Albert Einstein who quipped, “If you can't explain something simply, you don't understand it well,” (PlainLanguage.gov, n.d.) for confirmation that writing can indeed promote deep thinking and solidification of ideas.

By entwining writing with the study of science, we encourage our students to:

• Clarify their thinking.
• Identify gaps in their knowledge or current misunderstandings.
• Allow greater detail for observations, manipulations, and findings.
• Sharpen interpretation and argument.
• Allow for the discovery of new ideas (Szesze, 2001).

From these perspectives, we see writing as a means to scientific understanding. But, in examining the intersection of science and writing, there are other views to contemplate.

Writing to Express Science

Writing to learn science is just one aspect of a student’s science education. Our students need to be wondering, touching, observing, experimenting, and talking science -- they need to DO science. Only then, will they have the experiences to draw from when sitting down to write about their world.

Erwin Schrodinger, a Nobel prize winning quantum physicist, maintained that “[i]f you cannot – in the long run – tell everyone what you have been doing, your doing has been worthless” (Plain Language.gov, n.d.). This is true of our students’ science experiences. What good is a science curriculum if our students cannot synthesize it to broaden their understanding of this world? Writing in science allows students to express their knowledge.

Science as Inspiration

Consider the following opening sentences of three nonfiction books, devoted both to great science and great writing:

• "Each year, after the midwinter blizzards, there comes a night of thaw when the tinkle of dripping water is heard in the land..." (Leopold, 2001, p. 23).
• "There once was a town in the heart of America where all life seemed to live in harmony with its surroundings..." (Carson, 2002, p. 1).
• "Mom says there are three things I should always remember: 1. The earth gives us everything we need..." (Cronin, 2003, p.1).

Words such as these inspire awe, ignite passion. Why? Because they bring us to the intersection of great science and great writing by connecting us to our amazing and mysterious world.

There are many authors who bring their zeal for science to their writing. This excitement about science can act as an inspiration for student writing. The challenge that we face in our classrooms is to move beyond the “dull” research reports that have a reputation for putting both students and teachers to sleep. One solution is to surround our students with writing that invites enthusiasm and dampens apathy. Together with our students, we can scour books, magazines, newspapers, and online sources for examples of science writing contrasting the stimulating with the humdrum. Once our students have been exposed to really good writing, they will be poised to begin their own writing journeys.

We must introduce our students to a variety of genres and purposes for writing in science so that they may examine life through different lenses. Give them the chance to be creative with poetry, diary entries, ABC texts, or dialogues. Purposeful writing requires “authentic” assignments and situations, such as field trip notes, laboratory logs, science journals, newspaper reports, editorial letters, or interviews. Using these original approaches can turn routine lab reports, traditional essays, and research papers into challenging and inviting pieces of writing.

At the intersection of writing and science is the starting point of a wonderful journey of exploration. Invite your students to write to learn, to express and to be inspired by science. Who knows, one of them might be the next Albert Einstein.

Sources

Federal Aviation Administration, (n.d.).

Plain language: Improving communication from the federal government to the public. Retrieved March 4, 2007, from Science and industry quotes Web site: Federal Aviation Administration

Leopold, A. (2001). A Sand county almanac: Outdoor essays and reflections.

Oxford: Oxford University Press.

National Commission on Writing in America's Schools and Colleges, (2003).

The neglected "R": The need for a writing revolution. Retrieved March 2, 2007, from http://www.writingcommission.org/

Szesze, M. J. (2001). Writing in science: Why write in science?.

Retrieved March 2, 2007, from Montgomery County Public Schools Web site: http://www.mcps.k12.md.us/curriculum/science/instr/wrwhy.htm

Zinsser, W. K. (2001). On Writing Well.

New York, New York: Harper Collins Publishers.

Amy Shultz

Amy Shultz, former fourth grade teacher, works as a facilitator for the Buddy Teaching and Learning Center. She also writes for The Write Connection newsletter and The Writing Site, under the Buddy System Project.

This featured article appeared in Volume 2, Number 3 issue of the Write Connections quarterly newsletter. View other archived newsletters , a topical organization of all newsletters, or sign-up to receive notification when the next newsletters are ready to download.