Any science teacher who wants his or her students to be engaged in real science is going to engage them in real science writing. Writing in science should begin with clear, imaginative writing purposes and stimuli that are then scaffolded in such a way that students are able to find an organizational structure for their writing. Writing fluency is often enhanced and supported by experiences like brainstorming or free writing. This article offers 14 examples of kinds of writing assignments that can provide legitimate, purposeful writing practice while promoting solid science learning and review: (1) Writing hypothetical letters; (2) Process steps analysis; (3) Identifying critical attributes; (4) Collaborative writing of scientific stories; (5) Chain of evidence; (6) Accident report; (7) Label analysis; (8) Technical directions; (9) Scientific directions; (10) Scientific reporting; (11) Proposal writing; (12) Porquois story writing; (13) Preparing descriptive research through web quests; and (14) News clip observations. The 14 writing experiences described in this article for integrating meaningful, interesting writing into science are not intended to be followed to the letter. Rather, they are all adaptable ideas. Neither are they intended to replace traditional science instruction. (Contains 3 online resources.)