Writing to Learn by Learning to Write during the School Science Laboratory: Helping Middle and High School Students Develop Argumentative Writing Skills as They Learn Core Ideas.

By Victor D. Sampson, P. Enderle, Jonathon Grooms, Shelbie Witte. 2013

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Trends in Research on Writing as a Learning Activity (2016, unknown): “For example, argument-driven inquiry integrates hands-on investigation, training in argumentation, small group discussions, report writing, audience feedback, and masked peer review (Sampson et al., 2013; cf., Chen & She, 2012; Syh-Jong, 2007).”
Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments (2016, background): “For example, students often are not competent at generating valid evidence to support their claims (Sampson et al., 2013), recognizing opposing arguments (Bell & Linn, 2000), analyzing and debating their arguments intellectually in public (Sadler, 2004), and revising their arguments based on peers’…”