To address the disparity in the skills of entering students and the goals of the first-year learning community (LC) program, the authors created a series of scaffolded, or tiered, writing assignments around the concept of kingship to move students from summary to analysis to synthesis. For each assignment, the authors incorporate informal write-to-learn and inquiry-based learning activities. The informal and formal writing exercises in the learning community help students make informed analyses and develop critical thinking skills. Write-to-learn and inquiry-based learning provide fruitful insights for students and prepare them for the assessment of the learning community, further work in the college core, and the adjustment to forthcoming college work. (Contains 11 notes.)