A strategy for using writing in the college classroom to facilitate innovative thinking and entrepreneurship among biology students is described. The intellectual advantages of a science curriculum are employed as a platform for helping students use writing as a tool to collect, evaluate, and propose innovative ideas. Information literacy is emphasized as a basic, foundational skill for science innovation. Various strategies for learning effective science writing are then reviewed. Included is a progression from writing an essay, to preparing a review article, to writing an original research proposal. A highly-structured peer editing process is then explained. The extension of science innovation to entrepreneurship is diagrammed in order to represent the continuum that extends from the conception of novel ideas to their introduction to a larger audience.