We describe the structure of a writing-intensive, chemistry first year seminar designed to support a three week, research focused summer bridge program. Writing assignments in the seminar helped students understand their research activities, learn to conduct themselves as scientists, and reflect upon their lab work. The writing intensive seminar helped to maintain order and cohesion across multiple research groups. The participants in the program have experienced higher rates of retention and graduation in STEM fields as well as higher rates of participation in high impact practices than their peers.