This lesson, inspired by a chapter in Ron Berger's Transformational Literacy, engages students in the challenge of grappling with a highly specific, scientific piece of writing in order to generate criteria for their own scientific writing. Berger posits that students should regularly engage with work that matters: real world texts that help them see the connections between their reading and writing practice and authentic tasks. In the one segment of this lesson, students co-create a list of requirements for their own scientific introductions about seafood fraud. After dissecting an exemplary scientific introduction taken from a study on Alzheimers, students applied the structure and content used in the exemplar to their own writing practice.
