Too often, instruction sessions run the risk of becoming mechanical "how do you search a particular database" sessions. Searching is usually the least of students' worries. In my experience, students rarely understand the purpose of research and appear to believe that the peer-reviewed journal articles they find (if they understand the concept of peer-reviewed) arrive on the earth with little blood, sweat, and tears on the part of the writer(s). Dr. Elise Weaver, a faculty member in psychology at Worcester Polytechnic Institute, echoed my concern and together we created an assignment that would allow students to explore the research process in reverse, letting them see the finished product, look at its sections, and examine the process by which the article was accepted for publications. Our hope was that students would better understand how peer-reviewed articles are created; and in writing one, they would learn how their work fits into the ongoing conversation of the scientific community.