This article begins with a "snapshot" of a fifth grade writing workshop and its study of op-ed writing to show an inquiry in action. The framework for this inquiry involves immersing students in reading multiple examples of the kind of text the teacher would like them to write, studying closely how the texts are crafted, and writing their own finished pieces under the influence of this study. The author explains how this inquiry approach to teaching writing differs from other approaches. She discusses the reasons for an inquiry stance in the teaching of writing, as follows: (1) it teaches students to read like writers; (2) it keeps the content of the teaching grounded; (3) it expands the teacher's knowledge base; (4) it helps students write with vision; (5) it requires a different understanding of teacher modeling; and (6) it emerges from very purposeful planning. The author presents some closing thoughts on the efficacy of an inquiry stance in the teaching of writing. (Contains 6 figures.)