Chairperson, Graduate Committee: Peggy Taylor.Abernethy, Joshua David2015-01-252015-01-252014https://scholarworks.montana.edu/handle/1/3531This project focused on using various writing activities, such as exit tickets, student indicator sheets, and participation log, in a middle school science classroom to investigate the effects on student understanding, problem solving skills, and motivation. In addition, teachers' attitude and motivation was also studied. Writing-to-learn in the science classroom was shown to increase student retention in the content; however student motivation did not increase. The effect on the teacher was increased motivation to teach writing with a slight decrease in the enjoyment of teaching.enScience--Study and teachingWritingMiddle school studentsTeachers--AttitudesProfessional PaperCopyright 2014 by Joshua David Abernethy