Abstract:
Transitioning to college can be daunting especially with regards
to the rigors and expectations of academic writing. In addition,
grappling with diverse skills of college reading, writing,
research, information literacy, termed “multi-literacy” in this
context requires collaboration for students to make seamless
transition.
This study uses a first-year composition course to demonstrate
how the research plan for an argumentative essay enhanced
quality departmental collaboration. The instructor explained the
writing style; the librarian provided guidance with DIL
provisions; and the writing center oversaw the outlines and first
draft of the essay.
The collaboration showed that constructive partnerships
through multi-literacy provide student-centered and better
research skills for freshmen.
