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Abstract Title: Composing Scientific Inquiry
Abstract: Faculty from science education and faculty from English (Composition & Literacy) collaborate in an upper-division science class for future teachers. We use a range of practices to support students' engagement with science writing. We pay particular attention to multimodal composing--informal science notebooks, diagrams on whiteboards, images shared on Tumblr--to model and reflect the composing practices of scientists.

We offer evidence that 1) students engage in a rich, iterative process of constructing, critiquing and refining models and terminology in ways characteristic of scientific practice, and 2) students' multimodal compositions play a central role in the construction of these models. Of particular importance are structures that allow, and encourage, the use of student's own language for composing (Sommers, 1982; Brannon & Knoblauch, 1982; Straub, 1996). Without the rigid, and often template-driven, lab report as a model, students make meaning in ways that resemble the "real" work of scientists.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Kim Jaxon
California State University, Chico
400 West First Street
Chico, CA 95929-0830
Phone: 5308986468
and Co-Presenter(s)
Leslie J. Atkins, CSU, Chico

Contributed Poster

Contributed Poster: Download the Contributed Poster