Improving Disciplinary Writing in the Secondary School Writing for Learning in English, History, Geography, and Science

Section I: Writing in the Secondary Curriculum 1. Writing for Learning in the Secondary School, Honglin Chen, Pauline Jones, and Helen Georgiou 2. Bridging Divides of Knowledge and Pedagogy: Some Lessons from New South Wales, Australia, Mark Howie 3. A Critical Analysis of the Teaching of Writing in England, Debra Myhill 4. The Neglected Component of Literacy: Writing Instruction in the United States, Michael T. O’Connor and María Brisk Section II: A Scaffolded Approach to Integrate Writing for Learning 5. Writing for Deep Learning: Integrating Disciplinary Literacy, Honglin Chen, Anthony Wotring, and Anne FJ Hellwig 6. Improving Educational Outcomes through an Explicit Focus on Disciplinary Literacy, Erika Matruglio and Anthony Wotring 7. Planning for Deep Learning through Writing, Beverly Derewianka 8. Explicit Teaching of Conceptual and Semiotic Demands across the Curriculum Disciplines, Annette Turney, Helen Georgiou, and Pauline Jones 9. Designing Purposeful Dialogue for Disciplinary Literacy, Margaret Turnbull, Pauline Jones, and Anne FJ Hellwig Section III: Enacting Writing for Learning as a Focus in Disciplinary Contexts 10. Disciplinary Writing in English: Cultivating Analytical and Interpretive Skills, Annette Turney and Pauline Jones 11. Disciplinary Writing in History: Analysing and Interpreting Sources, Erika Matruglio, Honglin Chen, and Margaret Turnbull 12. Disciplinary Writing in Geography: Evaluating like a Geographer, Trish Weekes 13. Disciplinary Writing in Science: Learning to Explain like a Scientist, Helen Georgiou, Annette Turney, and Honglin Chen. Afterword, Pauline Jones

Biography

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.

"With a focus on both the writing curriculum as well as on specific disciplines, this book shows how disciplinary writing at secondary school drives thinking, deep learning and equity. An essential resource for teachers, teacher educators and researchers around the world seeking coherent, discipline-informed writing pedagogy in contemporary secondary education."
Professor Ana Llinares, Universidad Autónoma de Madrid, Spain

"This book elevates discipline-specific literacy as foundational to students’ knowledge building and adaptive skills for application. The exploration of writing for cognition alongside academic language development will empower discipline teachers to enhance their practice for deeper, more impactful classroom experiences."
Sharon Gilbert, Catholic Education, Diocese of Wollongong, Australia