ABSTRACT
The Pappas team encourages us to consider the ways that journal writing and illustrated information books serve different purposes in science learning and how science content understanding is expressed in language and images in these writings. Particularly exciting are their analyses of the various sources that students draw from in writing and drawing about their images of science. This analytic approach, grounded in intertextual connections, considers the ways in which writers rely on the substance of texts (including images) that they draw from other textual sources, as well as importing organizational and other stylistic features.
