Why Writing Instruction in All Classes Is Important

As an instructional coach and reading specialist, I often hear teachers say that our students should be “writing like mathematicians, artists, musicians, scientists,” and the list goes on. I find myself wondering what that phrase really means – both for teachers and for students. We can give our students plenty of guidance, but without explicit examples and models, “writing like a [fill-in-the-blank]” can be confusing and, ultimately, frustrating enough that students may avoid writing altogether.

Practical tips for guiding students to write confidently across disciplines

However, avoiding writing isn’t an option. Instead, we emphasize the need for students to write in all of their classes. “Writing across the curriculum” is not just a buzzword; it’s a true expectation. According to Purdue University, “Writing across the curriculum is a pedagogical movement that began in the 1980s. Generally, writing across the curriculum programs share the philosophy that writing instruction should happen across the academic community and throughout a student’s undergraduate education.”

In response to these expectations, I created a document entitled, “Writing Tips for Scientists (and Most Disciplines).” While these tips are meant as a way to support students in their scientific writing, they can certainly be applied in all kinds of writing opportunities.

More tools = more opportunities for success

The Next Generation Science Standards encourages students to “engage[ing] in arguments from evidence,” but that’s certainly a requirement in social studies, as well. In addition, in my state’s Wisconsin Standards for Science students are expected to answer “questions to clarify an author’s motivation,” which is part of an English curriculum.

This document isn’t just for science – its writing tips offer universal guidance that can be adapted across subjects. Students can pick and choose any of these suggestions as they write their psychology papers or their analytical essays. When we give our students more tools for their writing, we are also giving them limitless opportunities to express themselves effectively.

Writing Tips for Scientists (and Most Disciplines) is a way to share explicit writing examples with your students along with some guidance and advice. The overall goal in some writing assignments is to write objectively as am impartial observer – whether applying the scientific method or following the design process. Objective writing encourages students to put aside perception and preconceived notions, urging them instead to think critically, observe with an open mind, and focus on the evidence.

4 simple tips for writing with facts and staying objective

1. Introduce evidence confidently and objectively

When introducing evidence, writers should sound confident and objective. Students can either use the examples provided or create their own, using the model as a guide.

2. Avoid personal pronouns to maintain impartiality

To write with impartiality, students should avoid personal pronouns and focus on the data and evidence, rather than personal opinions or interpretations.

3. Replace “said” with stronger verbs for clarity

Students often rely on the word “said” to motivate their argument. However, “said” is a feeble way of sharing information or data. Instead, encourage students to choose words like “challenges,” “declares,” or “warns.” These choices convey information with clarity and urgency.

4. Avoid empty cliches for precision and authenticity

Cliches add little to the writing and risk making it sound trite. Instead, students should use accurate terminology and specific vocabulary to convey information clearly and authentically.

Writing guidelines: Chunking information for better learning

In the “Writing Guidelines” section, there is a list of specific suggestions. I recommend chunking these suggestions into smaller pieces. In my book, Clearing the Path for Developing Learners: Essential Literacy Skills Meant to Support Achievement in Every Content Area, I explain the value of smaller pieces of information: “Overloading the brain with too much information results in suboptimal learning conditions. Students learn best when they encounter information in smaller pieces.” Therefore, I recommend sharing two suggestions at a time and giving students the opportunity to practice these suggestions as they focus on their writing. 

Why it’s important to know your audience

If the student is writing a sophisticated report, the report might utilize subheadings, with specific technical vocabulary. However, if the student is writing an informational paper to be shared with a peer, that language might be less technical and more example-driven. Knowing the reader’s background is essential to communicating effectively in scientific writing or any other discipline.

Use writing conventions for better clarity

As another example, avoiding “long, flowery phrases” helps to keep the paper short and simple. This does not mean that the student’s writing is simplistic; rather, it means that here is where the teacher can stress the differences in writing an analytical English essay versus an art history informative paper. As Purdue University explains, “… writing across the curriculum acknowledges the differences in writing conventions across the disciplines, and believes that students can best learn to write in their areas by practicing those discipline-specific writing conventions.” By understanding and practicing these conventions, students can develop clarity and purpose in their writing across disciplines.

Goal: Master writing conventions like an expert

Ultimately, we want our students to write effectively in all subjects, but they first need the right tools. Handouts like this provide students with clear examples and models, helping them understand the distinct writing conventions required for each discipline and allowing them to apply this understanding confidently across various subjects.