This quarter, in UWP1, I learned a plethora of valuable skills for research, writing, and revision in writing. Throughout the course I was able to read writing from various authors, that contributed reliable and helpful perspectives on aspects of the research process. I then got to connect this writing to something outside of the reading in blog posts weekly, as well as read the connections my colleagues made in their blog posts by reading and responding to two every week. Furthermore, in this class I was able to develop a research question on a topic I am very passionate about, look through academic sources, specifically after learning to utilize the UC Davis Library and Google Scholar to narrow my searches, and find information that corroborated my thinking to develop a proposal to research and implement a survey for a real UC Davis population. Throughout this process I learned how to turn a problem I found in my major into an argument with supporting evidence with a claim and a proposed resolution. The entire experience both taught me skills such as creating annotated bibliographies, which are useful in not only this class but more, but was also extremely empowering and satisfying in the end.

In this class, I developed my ability to identify and understand the significance of purpose, mode, audience, genre, context, editing, revision, and discourse community within pieces of writing and reading. The above defines rhetorical concepts, one learning objective for this class. I demonstrated my ability to provide this critical thinking of work in the completion of my blog posts, as well as my responses to my peers' blog posts. In Blog Post #1, I demonstrated my ability to analyze the purpose of the article, relate the article to contexts of my own life, write a blog post response catered towards the audience of my UWP1 classmates, and developed my discourse community skills by responding to two peers' blog posts that accomplished similar objectives. I learned how to take away from a piece of writing, not solely what the author states, but analyze who the audience of the writing is, as well as take from the piece aspects that I can connect to other media to share with my peers, a new audience for my own writing.

Moreover, in UWP 1 I learned how to effectively and diligently demonstrate the ability to revise my own, and my peers' work through revision processes, drafting, communicating peer feedback, and analyzing the intent of different pieces of writing and how that ties into completing final drafts. Ultimately, in UWP 1, I developed the Processes Learning Objective. I demonstrated this through my Peer Feedback in Eli Review. In doing peer feedback, I learned to read through my peer's work, evaluate the work for meeting criteria, provide suggestions on meeting criteria better, and included suggestions with examples on how to overall improve my peer's work and address the prompts of the assignments. I learned that peer feedback goes far beyond language and grammar. In fact, most language corrections we've been taught fall under white scholarly writing, which has underlying racist connotations. Therefore, our revision was based on conceptual improvements and the inclusion of important ideas to elevate our work. This was revision unlike any I'd done before, and it was most helpful, too.

Thirdly, in UWP 1, I developed the ability to write pieces of work that correlate to different genres and require different writing styles and components. Therefore, I developed my ability to establish good Conventions. An example of this learning objective is through my Annotated Bibliography , in which I learned how to MLA format, without reliance on citation makers. Furthermore, I hadn't previously ever needed to make an Annotated Bibliography, and doing so in this class, especially with quality feedback from peer revision, helped me learn how to do the assignment for other classes that also require an Annotated Bibliography. The Annotated Bibliography assignment helped me learn a skill that's applicable to all writing classes in the future, helping me organize my essay and my sources so that my quotes are intentional so that my arguments are effective.

Another skill I found extremely valuable that I developed in UWP 1 this quarter was Research, where I implemented a survey and collected data through the Data Collection assignment. In this assignment I integrated prior knowledge and expectations about a subject, specifically women in the field of political science, and analyzed secondary sources in the Research Proposal and Annotated Bibliography to corroborate with a primary source of data found in my survey. Moreover, in Blog Post #6 we read about and discussed the importance of ethical and quality research questions to send out to our population of interest. I learned to find reliable secondary sources through Google Scholar and the UC Davis Library tool, tools I will continue to utilize throughout my academic and professional career, and learned to analyze the findings from my final survey, evident in the Findings & Discussion section of my Research Article. Through this, I learned to communicate the significance and patters of my data collection and corroborate those findings with my Literature Review of my Research Article as a rhetorical device to establish and prove the claim and argument within my Research Article.

Lastly, in UWP 1 I developed my metacognition through the self-assessment assignments associated with each revision of a genre of writing in this class, as well as the revision plans we created after receiving peer feedback. In UWP 1, after submitting a rough draft, we completed self assessments where we reflected on how much labor we put into an assignment, in addition to whether or not we met the listed criteria. Then, following peer revisions, we would create a revision plan where we would analyze the feedback we received from our partners, prioritize commentary, and decide on how and whether we would implement suggestions from our colleagues into our revised versions of each writing assignment, as well as reflect on the self-assessment we had previously submitted. Moreover, we would complete a self-assessment after submitting a final draft of each genre of writing. The repetition of considering our work through the revisions of our peers, as well as reflecting on our own work twice, with a revision and peer suggestions in between, developed our ability to think about our writing and how we others understand the ideas we put into our writing. These skills practice metacognitive ability in our writing. Moreover, in Blog Post #10 we discussed the importance of looking at our writing objectively, and in terms of general idea and effect, rather than sentence by sentence analysis of the words we write, as when we reflect, we want to look at our writing through the lens of the reader to find problems that if addressed, will benefit our writing the greatest.

In conclusion, the assignments over the last quarter have tremendously helped me develop and learn five different learning objectives through practice and various assignments that call for writing in various genres of writing in research articles. What I would've done differently in the course would have been to include a page on the ePortfolio that was specifically dedicated to the analysis of our research findings. I think that deliberately dedicated a part of our research portfolio to provide the analysis of our research, before we integrate our significant findings into our research paper, would have been beneficial in identifying the most notable and interesting findings, as well as deciding whether a case study that analyzed participants' experience would be best for our research, or a more vertical approach that would be best suited for larger sample sizes. Ultimately, however this entire quarter has granted me skills that I will carry with me in contexts of future papers for classes within my major, tools to find reliable writing on questions I have in the future, access to skills that ensure the proper organization of my papers, as well as knowledge into the ethics and ability to make a quality survey that will encourage maximum participants for significant findings. This course was extremely useful for the future of my academic and professional career, and I learned a lot about the research process, and am extremely grateful for the fact that I was able to research and learn about a topic I am passionate about, about a subject I am studying, and am overall interested in.