Scientists

• Recognise that tier 3 vocabulary (subject-specific vocabulary) in science is built from Greek and Latin roots (e.g. bio, astro, hydro, photo).
• Understand that prefixes (e.g. im‑, in‑, endo-/exo-) and suffixes (-ide, ‑ate, ‑ology, ‑meter, ‑graphy) may also help to unlock word meaning.
• Are aware that science vocabulary is polysemous (words that have multiple meanings). It often has general and discipline specific meanings, e.g. distil, as well as a different meaning.
• Use special characters, symbols, and mathematical representations.
• When deciding to read a scientific paper or journal article, they ask questions about who wrote it and whether they are reliable.

These are suggestions rather than a definitive list and can be used as a starting point to support and prompt curriculum discussion around disciplinary literacy practices and the challenging language of science.

Features of science text (Fang and Schleppegrell, 2011).

1. Purposeful use of passive voice (e.g. the pH level was calculated by the team).
2. Long noun phrases (e.g. gene replacement therapy)
3. Nominalisation of verbs (e.g. evolve becomes evolution).
4. Hedging (e.g. ​‘it may be…’ or using language to reflect the level of confidence scientists have in their claims.

Useful wider reading

• Literacy in science teaching | RSC Education
• Jetton, T. L., & Shanahan, C. (Eds.). (2012). Adolescent literacy in the academic disciplines: General principles and practical strategies. New York, NY: The Guilford Press.