Non-language arts teachers often become nervous when they learn they are supposed to teach writing. This attitude is based on a misunderstanding of what "writing" is. Since writing is thinking made visible, educators in all subject areas teach thinking and all should also use and teach analytical writing. This is critically different than narrative, creative, or literary writing. What does this mean? Grammar, usage, mechanics, and spelling (except for subject-specific vocabulary): It is only fair to students to circle any mistakes a teacher sees in their grammar, usage, mechanics, and spelling so they have some sense of how much work they have to do. However, non-language arts teachers do not have to read closely for those mistakes, do not have to factor it into their grading, and do not have to teach it in their classroom. Style and voice: Good expository writing exudes style and voice; however, subject-area teachers are not responsible for teaching these skills. The ability to write clearly with style comes with practice across the curriculum, combined with spiraled instruction in the language arts classroom. Artistic, creative writing has no place in the other subject areas.

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Intellectual creativity is not "anything goes." Truly creative people do not ignore the realities in which they find themselves. What they do is interpret and make connections between and among facts and disciplines in ways that no one else has done before. That said, what are non-language teachers responsible for when teaching thinking and writing? Thesis statements: Students need modeling and direct instruction in the kinds of thesis statements that are appropriate in each subject area. This is how students learn the "higher-order" thinking they will need to succeed in that subject area. Structure and organization: What supporting evidence is relevant to the thesis? How is it communicated in that subject area? How does one judge the appropriateness and relevance of supporting ideas and evidence in a particular subject area? [[https://www.datafilehost.com/d/3274f475|Examples On Writing An Analytical Essay (PDF)]] and phrases: Transition language communicates to the reader how the ideas are related and how they connect to other knowledge and disciplines.

Therefore, transitions need to be explicitly taught and then required in student writing throughout the disciplines. Content and content-area vocabulary: What are the knowledge and facts upon which students will base their thinking and writing? Of course, subject-area teachers are responsible for determining how best to teach this to students. The elements of an analytical essay are present in all non-fiction text structures, though they may be called by different names in different subject areas. The chart below identifies the structural elements — thesis statement, evidence/proof, conclusion, and common text structures — in each of the core subjects. While other text structures can also be used in science, the lab report is the staple of science education. Whenever students do an experiment they should report their results in this format because this format remains the same from kindergarten through graduate school. [[https://www2.zippyshare.com/v/Us1rIXpv/file.html|Professional Essay Writing Service: Get An A-Grade With Expert Help]] of a lab report that change from year to year are the complexity of the experiments and equipment and whether it is original research or the repeat of a famous experiment.

Title of the lab/activity. This is not a creative title; it is descriptive. Purpose/Introduction — Why study this problem? This gives the objective of the activity. What concept or skill was highlighted by this activity? Ask, "Why did we do this activity? What were we supposed to learn or practice?" [[https://www.file-upload.com/l1c54eclluz7|PEP Web - Clinical Essay Prize]] states the objective of the experiment and provides the reader with background to the experiment. State the topic of your report clearly and concisely, in one or two sentences. Typically, the introduction states the problem to be solved or the experiment to be performed and explains its purpose and significance. The hypothesis sits at the end of the introduction. Materials — Describe how and when you did your work, including experimental design (what you did), experimental apparatus (materials), methods of gathering and analyzing data, and types of control. This could also be in the form of a table. Procedure — What did you do?