Writing in Inquiry Stage Three
In this stage, writing supports the analysis and interpretation of data. Students draw from the data recorded in their notebooks and generate initial findings based on evidence. As they begin to propose explanations and build theories, students clarify and refine their thinking. Writing reflects clear descriptions of their analyses as well as initial explanations of their conclusions.
Resources for Writing in Inquiry Stage Three
Is That a Fact? Teaching Nonfiction Writing K–3
by Tony Stead. Portland, ME: Stenhouse Publishers, 2002.
This book discusses the many purposes of nonfiction writing. Written from
a literacy point of view, it gives the reader a good sense of how different
types of writing contribute to development in many subject areas. Teachers
will find several examples of nonfiction reporting similar to what they
are seeing in their own students’ science journals and notebooks.
In Chapter 6, “Instructional Writing,” the author describes
how children use text to tell a reader how to achieve a goal and follow
a set of procedures, and analyzes several examples of children attempting
to write down science experiments. These examples of writing and their
analysis are particularly helpful in understanding the development of
writing in Inquiry Stage Three.
Knowing How:
Researching and Writing Nonfiction 3–8 by Mary C.
McMackin and Barbara S. Siegel. Portland, ME: Stenhouse Publishers, 2002.
This book tackles the issues involved in helping children write interesting
and challenging research reports. It outlines seven stages of nonfiction
report writing from exploring topics to writing a first draft. Particularly
interesting is Chapter 3, in which the author talks about supporting children
as they design a framework for collecting relevant data. Although the
data here are research facts and not the results of investigations, the
authors have many good suggestions for how students can select, record,
and organize information. They include examples of children’s attempts
to graphically display ideas and information in a variety of data charts.
The chapter then gives examples of how children use the organization of
data charts to guide the writing process. This chapter helps teachers
think about the development of writing skills in Inquiry Stage Three.
