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Content-area teachers are increasingly called upon to link curriculum to broad literacy standards and goals, yet they often feel unprepared to teach these skills in their discipline. This chapter reports on the implementation of a National Science Foundation-funded grant, Science Literacy Through Science Journalism (SciJourn). Through the grant, U.S. secondary teachers brought science journalism into their school curricula. To support the teachers’ efforts, university researchers sought to create criteria for science journalism. This chapter describes the iterative process of creating the criteria by looking first to experts outside of schools and then to the way the resulting criteria were taken up in schools. The authors argue that generic rubrics for writing are not sufficient to support and advance student writing in the disciplines and present this effort as an alternative.

Developing Support for Teachers and Students in Secondary Science Classrooms through Writing Criteria