In a period of high-stakes testing and rigorous standards, science teachers must continuously support students' literacy acquisition and growth. The focus of the action research was to evaluate a number of variables that impact literacy in the science classroom. One tool to incorporate literacy strategies into the science classroom is the Science Writing Heuristic (SWH). This study analyzed how the SWH may improve eighth grade students' achievement on an end-of-unit science exam. Results from the SWH experiment did not show any statistical differences, but it is likely that a follow-up experiment may yield different results. This study also analyzed the relationship between general language proficiency, academic backgrounds of students, and scores on the end-of-unit science exam. There was significant correlation between a student's score on the end-of-unit science exam and their score on the previous year's standardized state test (CMAS/PARCC ELA Test). Science exam scores were also strongly correlated with whether a student was considered gifted and talented (positive correlation) or had an Individual Education Plan (negative correlation). The correlations between test scores and the academic backgrounds of students clearly shows that differentiated teaching is essential to students. Future studies on the value of SWH and literacy in the science classroom can continue to assist science educators in improving students' scientific knowledge, written communication, and participation in scientific inquiry.