Abstract
This scaffolded writing-to-learn activity incorporates a number of Writing Across the Curriculum-based suggestions that draw upon the strengths of student reflection, the PTA (prioritization, translation, and analogization) model of concentric thinking, and the benefits of a flipped-classroom approach to learning. Thus, the purpose of this article is to explain what one model for structuring a flipped classroom that purposefully integrates writing in the PTA model looks like and to provide a concrete example of a flipped-classroom activity that I have utilized in numerous introductory sociology courses.