Improving Disciplinary Writing in the Secondary School

Writing for Learning in English, History, Geography, and Science
1. Auflage 2026
ISBN: 978-1-032-99976-0
Verlag: Taylor & Francis Ltd

Buch, Englisch, 224 Seiten, Format (B × H): 156 mm x 234 mm

This book rethinks how writing can be taught effectively across key disciplines in secondary schools. Bridging theory and practice, it presents an innovative, research-informed model of disciplinary literacy that positions writing as a powerful tool for learning and knowledge-making.

Featuring leading writing researchers from Australia, England and the United States, the book addresses perennial literacy challenges in secondary education. It offers a scaffolded approach that integrates explicit literacy teaching into English, History, Geography and Science, supporting deeper disciplinary learning while enhancing writing outcomes. Combining key theoretical insights with adaptable tools and strategies, this resource equips teachers to make an immediate and significant impact on students’ writing development.

Grounded in both research and practice, this essential guide is a must-read for pre-service teachers and teacher educators seeking to strengthen literacy teaching and support students’ thinking and writing in the age of generative AI.

Zielgruppe

Postgraduate and Professional Reference

Autoren/Hrsg.

Chen, Honglin

Jones, Pauline

Georgiou, Helen

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Weiterführende Schulen

Inhaltsverzeichnis

Section I: Writing in the Secondary Curriculum 1. Writing for Learning in the Secondary School 2. Bridging Divides of Knowledge and Pedagogy: Some Lessons from New South Wales, Australia 3. A Critical Analysis of the Teaching of Writing in England 4. The Neglected Component of Literacy: Writing Instruction in the United States Section II: A Scaffolded Approach to Integrate Writing for Learning 5. Writing for Deep Learning: Integrating Disciplinary Literacy 6. Improving Educational Outcomes through an Explicit Focus on Disciplinary Literacy 7. Planning for Deep Learning through Writing 8. Explicit Teaching of Conceptual and Semiotic Demands across the Curriculum Disciplines 9. Designing Purposeful Dialogue for Disciplinary Literacy Section III: Enacting Writing for Learning as a Focus in Disciplinary Contexts 10. Disciplinary Writing in English: Cultivating Analytical and Interpretive Skills 11. Disciplinary Writing in History: Analysing and Interpreting Sources 12. Disciplinary Writing in Geography: Evaluating like a Geographer 13. Disciplinary Writing in Science: Learning to Explain like a Scientist. Afterword

Über Autor(innen)

Honglin Chen is a Professor of TESOL and Language Education at the University of Wollongong, Australia. Her research spans writing development, curriculum innovation, and teacher professional development. She investigates metalinguistic understanding and reasoning to support students as writers and knowledge-makers, guided by a commitment to equity and inclusive success through language-informed pedagogy.

Pauline Jones is a Professor of Language in Education at the University of Wollongong, Australia, where she teaches in undergraduate and postgraduate programs. Drawing on systemic functional linguistics/semiotics and genre theory, her research focuses on language development through research projects around oral language, curriculum literacies and literacy transitions.

Helen Georgiou is an Associate Professor in Science Education at the University of Wollongong, Australia. Her research explores how students learn science through writing, representation, and inquiry, with a focus on improving teaching practices and strengthening engagement and understanding in STEM classrooms.