Summarizing a Science Article

Use this page to guide students in writing summaries. They help students learn material from textbooks, keep current on new discoveries, and perform research for formal papers.

Before students write their own summaries, have them review the sample on page 357.

Of course, effective summarizing begins with closely reading the article. Lead students through the SQ3R close-reading strategy. Then have them select an article (or part of a textbook chapter) and read it closely using SQ3R.

Afterward, have them follow the writing guidelines to create their summaries.

Provide students with the Checklist for Revising and Editing Science Summaries.

Guidelines: Writing a Research Report

Research reports help students dig into science topics that interest them, discovering in-depth information. If you are a science teacher, you can assign reports to foster thoughtful inquiry. If you are an English/language arts teacher, you can work in tandem with a science teacher, allowing the report to count in both classes.

Before students write their own research reports, have them review the sample on pages 359–361, which uses MLA documentation style.

When students are ready to launch their research, lead them through the prewriting guidelines. Help them select topics that support their area of study and that can be covered well in a research paper. Also, provide them time to conduct research, gather details, and organize them. (See also "Writing the Research Paper.")

When students are ready to begin drafting, lead them through the guidelines for writing.

Afterward, provide students with the Checklist for Revising and Editing Science Research Reports. Have them improve their work with help from peer reviewers and editors.

Research Report (Cont.)

Among other things, use this page to discuss paraphrasing (using one's own words) and quoting (using the specific words of a source in quotation marks). Students should paraphrase most information, giving credit in parentheses. Students should quote only when the original source states an idea in an especially compelling, original, or instructive way.

Guidelines: Responding to a Prompt

On some science tests, students need to write in response to prompts. These are sometimes called "free-response questions" or "essay questions."

Before students create their own responses, have them review the prompt and response on page 363.

Have students start by analyzing the prompt using the PAST questions. To create an on-target response, students must understand the Purpose of the writing, the Audience for it, the Subject to cover, and the Type of writing to complete.

Afterward, have them write a thesis statement and create a quick list of supporting details beneath it. Then students can launch into drafting—the part that should take the most time.

Once they have a response, students should quickly revise and edit. Provide them the Checklist for Revising and Editing Science Prompt Responses.