This 12-month qualitative study examined the efforts and classroom practices of a team of chemistry teachers in a high-needs secondary (9–12) school as they worked toward meeting a campus mandate to incorporate student writing into their curriculum. The researcher, an English teacher and peer, investigated how this team of teachers negotiated these new curricular demands. Teachers have recognized that a first step in writing instruction was the development of quality writing prompts in addition to rubrics for evaluating their students’ writing about chemistry content. As the researcher collaborated with the chemistry teachers, she collected, coded, and analyzed data from transcriptions of team meetings, interviews, classroom observations, students’ papers, and a researcher journal. As these chemistry teachers integrated writing into their classrooms, the researcher’s ongoing reconstructive analysis of data provided a record of attitudes, behaviors, classroom practices, and development of prompts and rubrics by the chemistry teachers. The data regarding prompts revealed that, through collaboration, this team of chemistry teachers found ways to improve the wording of their prompts. Teachers reported that the improved prompts elicited written answers that better showed the students’ knowledge of chemistry. The data regarding rubrics revealed that creating a rubric and revising it through three iterations did help these chemistry teachers clarify and communicate their expectations for student writing, a first step in planning meaningful writing instruction. In this qualitative study, the collaboration between the English teacher/researcher and this team of chemistry teachers assisted in bringing about the incorporation of writing instruction into their chemistry classes.

中文翻译：

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化学课上的写作教学：发展提示和规则

这项为期12个月的定性研究考察了高需求中学（9-12）学校中一组化学老师在努力满足校园要求以将学生写作纳入课程中的努力和课堂实践。研究人员是一位英语老师，也是一位同peer，他们研究了这组老师如何协商这些新的课程要求。老师们已经意识到，写作教学的第一步是开发高质量的写作提示，以及用于评估学生关于化学内容的写作的评判标准。当研究人员与化学老师合作时，她收集，编码和分析了小组会议，访谈，课堂观察，学生论文和研究人员日记的抄本中的数据。随着这些化学老师将写作整合到他们的课堂中，研究人员正在进行的对数据的重构分析提供了化学老师的态度，行为，课堂实践以及提示和专栏发展的记录。有关提示的数据显示，通过合作，该化学老师团队找到了改进提示措辞的方法。老师报告说，改进后的提示引起了书面答案，更好地显示了学生的化学知识。有关专栏的数据表明，创建专栏并通过三个迭代对其进行修订确实帮助了这些化学老师阐明并传达了他们对学生写作的期望，这是计划有意义的写作指导的第一步。在这项定性研究中，