This study examined connections between science literacy and writing. Science e-mails were written as content-oriented professional development materials for K-8 teachers. E-mail drafts underwent multiple revisions. The study data included drafts, final e-mails, and feedback from the supervising scientist and the e-mails' teacher audience. The analyses, informed by Bereiter & Scardamalia's knowledge-transforming process (1987), Schindler's audience theories (2001), and Johnson and Aragon's on-line instruction framework (2003), sought connections among three components: the writer's struggle between content and discourse, audience, and format. The e-mail drafts indicated a large percentage of text changes involving two or more of the components, primarily concerning discourse. Redundancies surfaced among the components, indicating Bereiter and Scardamalia's knowledge-transforming process sufficiently explained the e-mail project; additional format and audience models were unnecessary. Recommendations for extending the knowledge-transforming process specifically for science are included.