Writing-to-learn techniques can enhance learning, yet a need remains for more empirical research on the quality of learning that results from engaging in particular writing tasks with description of the instructional support for writing situated in context. This report builds on past research linking inquiry, social negotiation, and writing strategies to student learning assessed for recall and conceptual understanding. Assessments were administered after two different writing types: laboratory reports written in either a conventional (Control group) or a non-traditional format using the Science Writing Heuristic (SWH group) and a summary report of concepts explored in the inquiry activities. Results following summary report writing indicated SWH students performed better on conceptual questions, recognized distinct thinking was required by the two writing types, and were more likely to describe learning as they were writing compared with Control group students. Females who used the SWH and wrote summary reports to peers benefited most. (Contains 5 tables and 2 figures.)