Certainly a class can learn a lot by just engaging in activities described in the previous chapters in this book and not actually writing an article. The authors believe, however, that writing moves the student to a deeper level of understanding and at the same time offers the teacher an important glimpse into student thinking. In this chapter the authors first lay out some organizational guidelines that support a writing classroom and at the same time help move young people forward in their science literacy skills. This is followed by a river of ideas designed to take students through the process of prewriting, drafting, and revision.