Although written expression is a valuable tool for both teacher and student to assess learning, teachers must be mindful that writing skills are often delayed for many youth. Through brain research, educators have not only learned that reading and writing skills must be acquired, but even some advanced students have deficiencies in processing information and trying to put those thoughts into written form (Hult, Howard, and Fahey 2010). Therefore, students at risk of such writing difficulties are disadvantaged when they are asked to document their learning solely in written format. Since humans are innately hardwired for speaking and listening, the most integral part of capitalizing on any learning experience may be providing students the opportunity to use these skills during collaborative conversations. Collaborative conversations enable students to initially verbalize their understanding and then listen to peer interpretations based on the same experience. From that conversation exchange, students reflect on what they learned, analyze and compare other students' individual perspectives on the same material, and then process the information once more by restating their thinking. Collaborative conversation consists of intellectual dialogue, wherein students extend the level of their knowledge by developing a deeper understanding and clarity of the science concepts being taught. Students who participate in collaborative conversations in conjunction with lab experiences will likely show more detail or depth of knowledge in their written work. Research confirms that allowing students the opportunity to participate in collaborative discussions, debate, and educational argument enhances learning by promoting self-discipline, increasing student interest in learning content, fostering responsibility, and enhancing students' motivation (Rocãne and Samusevica 2014). Students need to use their speaking and listening skills with peers in intellectual dialogue, so that they can process what they learned. Speaking, listening, and writing can be fully implemented when prompting students with the three-part questioning strategy described in this article.