Some time ago, the author participated in a faculty seminar on Writing in the Disciplines with colleagues from the sciences. This seminar was very productive for all participants and resulted in a number of creative strategies for helping science students develop the various skills required to write a high-quality lab report according to the conventions of the science disciplines represented. The assignments she developed during the seminar fundamentally changed her approach to student assessment in science classes. In this article she makes a case for narrative writing in science courses.