Helping Students Write Better Conclusions

Autor/inn/en	Berber-Jimenez, Lola; Montelongo, Jose; Hernandez, Anita C.; Herter, Roberta; Hosking, David
Titel	Helping Students Write Better Conclusions
Quelle	In: Science Teacher, 75 (2008) 3, S.56-61 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Text Structure; Second Language Learning; Expository Writing; Sentences; Sentence Structure; Writing Improvement; Reading Writing Relationship; Science Instruction; Laboratories; Writing (Composition); Science Teachers + Suchen Sie Ihr Suchwort? Textstruktur; Zweitsprachenerwerb; Sentence analysis; Satzanalyse; Satzbau; Satzstruktur; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Laboratory; Laboratorium; Schreibübung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	Unlike the vocabulary used in language arts and social studies, knowledge of expository text (text written to inform) and the language of science are required for reading and writing in science (Carrier 2005). This vocabulary, along with expository text structures, often is not taught in middle and high school classrooms, thus hindering students, and especially English language learners (ELLs), from gaining the knowledge and skills required to handle the increasing factual load in science classes. This article describes how the authors use a modified sentence completion task to teach students about the language of science. (Contains 7 figures.) (Author).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10