Two separate writing-to-learn activities in which students wrote to authentic audiences outside of the instructor were used in a college integrated science course, Science of Water. For the first task, students were asked to write to fourth-grade students, and for the second, students were asked to write to their academic advisor. An overview of the tasks themselves is presented along with student feedback describing participation in the tasks. Students not only indicated benefit from the tasks but also recognized characteristics of their participation that are consistent with those predicted in the writing-to-learn literature. Specifically, students indicated that the tasks allowed for a process of clarifying their own understanding before communicating that understanding to an outside audience. Students asserted that this process is not typical of writing tasks that are prepared for the instructor. Implications and further questions are also discussed. (Contains 3 tables.)