Transitioning from secondary school to college-level study introduces students to elevated analytical expectations, demanding grading rubrics, and unfamiliar academic research conventions. Many first-year students struggle to move beyond narrative summaries to construct thesis-driven arguments, evaluate scholarly literature critically, and apply strict institutional referencing standards. First-year college students often struggle with the transition from secondary school writing to higher education standards, finding it difficult to construct thesis-driven arguments, evaluate scholarly sources, and apply formal referencing styles. undefined Developing these capabilities empowers independent researchers to navigate demanding university assessment criteria with clarity.

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