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Writing, a critical pedagogical tool, cultivates student learning and fosters deeper understanding of the material. When frequent, low -stakes (informal) writing activities help students write more freely, engage with the material and thus become active learners. Looking at students who are at opposite ends of a community college spectrum, this article compares and contrasts students’ writing skills using low-stakes assignments, including peer-reviewing of each other’s work, in a capstone course and in a First-Year Seminar in terms of organization, clarity in communication and content analysis. The data generated from this study stem from an interdisciplinary collaboration among three instructors from Humanities, Mathematics and Natural Sciences, with the goal of creating a network between students in First-Year Seminars and students in the capstone course. Research methods in this context included assigning common readings to students in different classes on the theme of Women in STEM. It also included a peer review component: students reviewed each other’s assignments and instructors visited each other’s class to lead a discussion on the paucity of women in the fields of sciences or as Nobel Prize winner, with the additional aim of improving women’s interest in STEM courses.