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My participation in the Backwards by Design workshop last Summer inspired me to think deeply about the nature of writing experiences afforded to our students in the physical sciences. One of the courses I teach is SCED 201: Matter and Energy in Physical Systems. This is a 4 credit-hour, inquiry-based, physics course for prospective primary (elementary) school educators. It utilizes a well-researched curriculum known as “Physics in Everyday Thinking,” which allows students to investigate various physical phenomena through activities.1These activities begin by eliciting students’ initial ideas, which are often shared during whole-class whiteboarding sessions. The students then proceed through the activity in small groups and, finally, whiteboard summarizing questions that focus in on the main “takeaways” from the activity. A homework assignment typically follows.