• Salih Usun

  Author

Formal academic writing is an important component of being successful academically, and many college students struggle with adjusting to formal academic writing. The effectiveness of a two-fold intervention of peer-led mentoring and collaborative workshops in developing writing skills in undergraduate students will be analyzed in the paper. According to the theory of social constructivism, the study will focus on how these student-centered interventions contribute to the establishment of a positive interdependence atmosphere and metacognitive development. The necessary support structure is attained through peer mentoring that relieves academic anxiety and enables first-year students to transition more easily, and collaborative workshops that can offer a more practical and interactive experience where students can strip away myths about writing, including patchwriting. The existing empirical data analysis indicates that students participating in collaborative writing show a higher level of improvement in the quality of individual writing, self-efficacy, and scientific reasoning than those who work individually. Also, as the results indicate, peer-led models not only help the mentees but also the mentors, who are able to acquire high-level professional skills and interpersonal abilities. The shift in the conventional, instructor-centered pedagogies to the facilitator-based approach will help the universities to establish a continuous learning process that fosters diverse student populations. The article finds that an organized synergy between peer mentorship and collaborative practice is needed to create a strong culture of academic literacy. This cohesive model is a long-term sustainable approach of institutions to enhance student retention, well-being, and long-term academic performance.

• PDF