As teachers plan instruction--even instruction about punctuation--they have the opportunity to engage students' minds and create new labels: question-asking, problem-solving. How teachers teach embeds a vision of who they think kids are and what they think kids are capable of. Are they destined for a future of critical thinking, questioning, revising the rules--or a future of compliance and rule-following? In this article, the author adapts student-generated science inquiry to punctuation. Her goal: to help students see punctuation as part of the creative process, not a series of rules to memorize.