The authors discuss a scholarship of teaching and learning project conducted in three first-year writing seminars of different disciplines. The goal was to introduce students to academic inquiry, which they define as the process of critically analyzing class materials, engaging with the larger body of knowledge on a topic, using evidence to support an argument or claim, and approaching problems or questions in new and imaginative ways. They describe the lesson and what it revealed about student thinking. They also address potential extensions of the lesson, as well as its limitations.