Often, composition instructors struggle to encourage STEM (science, technology, engineering, and math) students to see the relevance of writing courses to their personal goals. Students' lack of recognition of the importance of literacy skills can lead to disengagement in required college writing courses compared to their so-called "hard" science courses, and, ironically, hinder their future academic and professional success in STEM fields. The first year writing (FYW) course we introduce, LB 133: Inquiry in Science & Society through Writing, was designed for students at Lyman Briggs College, a residential college for the sciences at Michigan State University, with the goal of engaging and empowering the students in writing through inquiry-based projects on the relationship between science and society. Iteratively and collaboratively developed and taught, the faculty teaching team--led by the lead author--has worked from a common syllabus, sharing activities and assessment tools. Each element of the collaborative course is designed to promote writing skills and, in particular, critical science literacy, the ability to meaningfully read and write about science.