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

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.

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 undergraduate and postgraduate programmes. 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 of 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.