INTRODUCTION TO ACADEMIC WRITING: FOUNDATION OF LITERACY AND RESEARCH IN HIGHER EDUCATION

Abstract

Developing literacy in university contexts involves overcoming significant linguistic hurdles, especially for undergraduates in English as a Foreign Language (EFL) settings. This paper evaluates the practical outcomes of a baseline course, "Introduction to Academic Writing," tailored for first-year university students. Moving away from standard grammar instruction, this curriculum focuses on cognitive readiness, textual flow, argument structuring, and ethical source handling. Through an explanatory mixed-methods design, the writing proficiency of 60 first-year students was tracked using diagnostic tasks and focus group feedback. Quantitative evaluations showed substantial progress in structural clarity and a clear reduction in accidental plagiarism due to better paraphrasing habits. Qualitative feedback revealed that early formal training builds academic confidence and reduces writing anxiety. The study suggests that structured academic literacy should be a compulsory component of early higher education frameworks rather than an elective.