Writing is frequently neglected in American schools. Writing-to-learn approaches can develop writing skills and help learners form connections between scientific and mathematical concepts. Teachers often avoid writing in their classes because of a lack of class time and the demands of grading student writing. The Write Now Approach uses the beginning of a class period, typically a non-instructional time when the teacher completes tasks before the commencement of teaching, as a writing-to-learn experience. Students share their responses with their peers, so the teacher does not need to read, edit, or grade the writing. This paper reviews the advantages of the writing-to-learn approaches, describes the theoretical basis of the Write Now Approach, explains how the method is implemented, and presents evaluation data from an exploratory study (N=353) implementing the approach with eighth grade students and teachers. Analyses of the data from this exploratory study indicate limited significant differences in students' attitudes toward science or mathematics, proficiency in science and mathematics according to district and school tests, and improvement in writing according to district tests. The findings, however, provide valuable information if interpreted in light of delimitations within the setting. (Author/JRH)