How might the Tishman, Perkins, and Jay framework (the Harvard Model) for creating a culture of thinking be put to work in an urban high school? 150 English II students are co-creating a culture of thinking at a public high school in Washington, DC along with two facilitators (a collaborating teacher and an educational psychologist). Together, they have been learning the four forces of enculturation (modeling, explaining, interacting, and giving feedback) and six dimensions of a thinking classroom (language of thinking, thinking dispositions, mental management, strategic spirit, higher order knowledge, and thinking transfer). This analysis pays attention to the language of thinking, first of the six dimensions. By the end of the analysis, readers know why a language of thinking is so vital when creating a culture of thinking. (Contains 1 table.)