Last week, we read and discussed “Researched Writing” by Rebecca Moore Howard and Sandra Jamieson. This article discussed how the research paper may no longer be the best method to teach research skills. Instead, research projects or portfolio could be used in writing classes to teach the skills on a step-by-step basis. As I read this, I was reminded how integral one-on-one instruction can be especially when teaching material as complicated and individualized as research. I then started to wonder if Universities with MLIS programs could work to engage their graduate students as “research mentors” for entry level composition classes. These “mentors” could then be available to meet with students on a one-on-one basis and walk them through the research process based on the professor’s instruction. While reference librarians can fill this role, freshmen seem hesitant to engage with librarians. The graduate student may be viewed more as a peer as well reducing the intimidation. The mentor could lead the student through early stages of research based on the professor’s assignments then refer the student to reference librarians for finding their own sources and higher level research projects.