The National Research Council recently called for increased incorporation of writing in STEM classrooms because of its ability to support conceptual learning and student development of disciplinary practices. Current writing pedagogies utilized in chemistry courses range from tasks focused on conceptual learning and critical thinking to genre assignments that support discipline-specific writing skills and practices. Additionally, there are moves to incorporate instructional scaffolds that support both the efficacy of writing assignments and their instructional use. The purpose of this symposium is to bring together instructors that use writing and researchers that study writing in chemistry classrooms at the college and/or high school level. Both instructors and researchers are encouraged to submit abstracts related to the implementation of or research on writing of any form (long-from, short-form, disciplinary genres, writing-to-learn, etc.) in chemistry classrooms. Abstracts should clearly indicate a research or practice focus.