Beyond the lab report: Why we must encourage more writing in biology

American Biology Teacher

Volumn 68, Issue 6, 2006, Pages 325-327

  Mackenzie, Ann Haley ^a   Gardner, Anne ^a  

^a MIAMI UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33748288049     PISSN: 00027685     EISSN: None     Source Type: Journal    
DOI: 10.1662/0002-7685(2006)68[325:BTLRWW]2.0.CO;2     Document Type: Editorial

References (9)

1. Allen, C. (2001). The Multigenre Research Paper. Portsmouth, NH: Heinemann.
2. Johnson, C. C. (2006). Enabling all students to learn science. The Science Teacher, 73(2), 32-37.
3. MacKenzie, A.H. (2002). Meet the Biologist The Multi-Genre Way. Paper presented at the National Association of Biology Teachers Conference, Cincinnati, Ohio.
4. Moore, R. (1992). Writing To Learn Biology. Orlando, FL: Saunders College Publishing.
5. National Research Council. (1995). National Science Education Standards. Washington, DC: National Academies Press.
6. Prain, V. (2006). Learning from writing in secondary science: some theoretical and practical implications. International Journal of Science Education, 28(2-3), 179-201.
7. Shellard, E. & Protheroe, N. (2004). Writing Across the Curriculum. Arlington, VA: Educational Research Service.
8. Tessier, J. (2006). Writing assignments in a nonmajor introductory ecology class Journal of College Science Teaching, 4(35), 25-29.
9. Wills, H. (1993). Writing Is Learning. Bloomington, IN: EDINFO Press.