The primary strategy I use, one that cuts across disciplines and genres, is the “inside-out” approach, known by my students as the “George Lucas Star Wars approach to writing.” Though a bit unconventional, but hopefully memorable to my students by its title, this approach embodies the fundamental critical-thinking and organizational strategies that characterize careful research and analyses and effective communication of findings. What is the George Lucas Star Wars approach to writing? I coined this phrase to describe an inquiry-guided method I employ that models the process scientists use to discover and report their data, beginning the writing process not with developing the introduction (which is where most writing students are tempted to begin), but with careful analyses and presentation of research findings. Therefore, presenting their findings is where the student should begin creating the formal written product. These findings should be fully developed in the body, or in the middle, of the document (i.e., coinciding to the middle of the saga, Star Wars Episode IV). Using this approach, students learn that the formal writing process should begin with writing the body (or the middle) and continue working from the inside out so that the introduction of the paper incorporates the research presented in the body. Following this model, the student writer begins by addressing the most important question: “What does my research, or data, show?” (Thus, he begins by developing the middle, hence Episode IV, where Lucas began his sci-fi saga in 1977.) Second, the student addresses “What do my findings mean?” (developing the conclusion, or Episode V). Third, he addresses “What happens next?” (making recommendations, i.e., Episode VI). Fourth, he develops “How did I arrive at my results?” (recording his methods, or Episode I). Fifth, he addresses “How will my research or findings add to the existing body of knowledge?” (addressing implications and creating the introduction, or Episode II). Sixth, and most important, he summarizes his findings so that they accurately and precisely capture all parts of the document (writing the summary and title, or Episode III, the last of Lucas’ sci-fi Star Wars sagas). This process most often results in a product that is precise and well constructed in all of its parts, including a summary and an introduction that capture the most important details of the research, which are more fully developed in the body. I have found the process works well in almost every writing context—rather the context targets academic, professional, or lay audiences or rather it concludes with a product in the form of a thesis, report, or website. Overall, this memorable, but basic, teaching philosophy communicates that the process of research and writing can be simple, easily comprehended, and effectively applied in many different contexts.

Thus, my teaching philosophy is to instruct students to apply the basics of writing when their professional or academic contexts may offer many communication options. My inquiry-guided method, I have found, transcends discipline, genre, and skill levels, allows me to explore new, innovative, and relevant topics in the classroom while ensuring that my students leave well equipped, ready to apply lifelong fundamental critical-thinking skills as they write in their chosen professions.