Home » Reflection 8.2 Brandon David Wild

Reflection 8.2 Brandon David Wild

2022/3/4 Topic: Reflection 8.2
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due Feb 27 at 9:59pm
Reflection 8.2
Brandon David Wild (He/Him)
13 15
This assignment asks you to draft part of the Reflective Introduction for your Final
ePortfolio. Write 250-750 words in response to any of the following prompts. Make sure to support
your claims with appropriate evidence drawn from your own work (which should be included in your
ePortfolio). Your responses will likely change as you continue to work on the Advocacy Project, but
this draft should provide a substantial foundation for the final version of your Reflective Introduction.
2. Your Composing Process
Guiding Prompts: You do not need to answer all of the following questions, select those you find
➢ Your Writing Process: Describe the central strategies of your writing process. When and how did
you learn them? How have they changed over time and what experiences have been most influential
to you? How do you expect to use them in WR39C? Explain and use examples.
➢ Have you experienced moments when the light bulb suddenly illuminated? Can you explain why
and how this happened?
➢ Explain what you have learned about the process of generating a research-based composition.
➢ What have you learned about arranging the elements of your compositions? Have you become
more skillful and able to control your presentation of evidence and integrate various pieces of
evidence into a coherent and meaningful argument?
➢ How did conducting research all throughout the drafting process help you to make decisions
about the organizational logic of your compositions? In what ways, specifically, did you formulate and
reformulate research strategies, framing questions, and guiding claims/arguments by using
➢ Did you carefully select multimodal pieces of evidence? Why did you choose such examples? Did
making your argument visible by using multimodality help you to clarify your thesis?
➢ Explain how your process of writing drafts, source evaluations, and annotations evolved over the
course of the quarter. Did you become more effective at pre-writing tasks?
2022/3/4 Topic: Reflection 8.2
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(https:// Astrid L. Valle (https://canvas.eee.uci.edu/courses/42236/users/282609)
I’ve learned many things while generating a research-based composition. First and foremost, I
recognized that learning how to write an effective research-based composition is a crucial ability
that will benefit me well throughout my career. I’ve learned how to define and narrow the topic I’ll be
discussing. I may use free-writing exercises such as brainstorming to narrow the scope of my
chosen topic. I also learned how to collect background information, generate a research question
(or more), and produce a working thesis statement. It is critical to pose particular research
questions; broad, open-ended inquiries that will guide my research while also proposing a viable
response or working thesis. It can also be beneficial to use our research question and working
thesis to develop a research proposal in which we can offer our main research question, any
relevant subquestions we intend to investigate, and our working thesis. I also learned how to
identify and evaluate sources. As we all know, we will use a range of sources when conducting our
study. We must incorporate both primary and secondary sources. As we conduct research, we
must take extensive and careful notes about our findings, assess the dependability of each
source we discover, and finally, learn how to cite sources in a particular format correctly.
Over the course of the quarter, my process for writing drafts, source evaluations, and annotations
has developed in many positive ways. I never took the time to compose drafts or assess sources
before learning more about these writing strategies. Now, I believe it is vital to do so when writing;
for example, writing drafts allows us to build on, clarify, and revise our initial ideas, as well as
structure our information into a coherent sequence or pattern. Evaluating sources encourages us
to think analytically about the dependability, validity, accuracy, authority, timeliness, and point of
view of information sources, and it is essential to acknowledge that just because we find a book,
article, or website that meets our search criteria, it does not necessarily mean that it is an
accurate source of information. Learning the entire process of these strategies has assisted me
in becoming more effective at pre-writing tasks.
2022/3/4 Topic: Reflection 8.2
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(https:// Selina Wu (https://canvas.eee.uci.edu/courses/42236/users/281145)
My writing and composition strategies have evolved drastically since I first stepped into WR39C.
Before joining this course, my writing and composition skills were underdeveloped and I often
embarked on writing without adequate planning. However, after interacting with peers and other
course materials when writing my CP, my writing and composition strategies evolved and I
became a better writer. For my CP project, I chose to analyze racial Inequality in Home
Ownership in the United States. Throughout the CP and beyond, the central strategies of my
writing process involve brainstorming to generate my topic, pre-writing and drafting to generate a
rough draft of my topic, and revising to identify and remove grammar and citation-related errors. I
learned most of these strategies during my lower courses at UCI. However, I have also gained
valuable skills during interaction with my classmates and peers during class discussions. I intend
to use these writing skills and strategies in my advocacy project to propose solutions that can be
implemented to reduce inequality in homeownership.
WR39C has helped me hone my research skills and be able to create a research-based
composition. Initially, I thought the CP project was all about writing a convincing argument and
using emotional appeals to convince my audience to subscribe to my point of view. However, with
time, I have learned to incorporate statistics and research from peer-reviewed and scholarly
sources to back up my argument. Through feedback from my peers, I have learned to integrate
multimodal sources of evidence into a coherent and meaningful argument. Initially, I often
incorporated evidence in a non-coherent manner and the various pieces of evidence appeared
disjointed. Through course exercises on paraphrasing and integrating sources, I have gained
valuable skills on how to combine multiple sources of evidence into a single piece. I have also
learned how to arrange pieces of evidence based on relevance and use images to support my
main points.
Throughout my writing journey at WR39C, I have encountered several aha moments. For instance,
when writing on inequality in home ownership, I figured out that I could write on racial differences
in home ownership because the data on home ownership based on race was freely available.
This discovery helped me to narrow my topic further, rather than writing on a general topic on
inequality in home ownership. I also encountered another aha moment was during the
composition process. Initially, I decided on my and stuck with it irrespective of the challenges I
encountered along the way. However, I have learned of the need to be flexible and adjust my draft
in a manner that best suits me. Currently, I use pre-writing and outlining to determine whether I
have enough sources of evidence to support my argument. I have also become more effective in
pre-writing by using the Anteater’s Guide to Writing and Rhetoric to guide my writing process. To
become a better writer, I will use the AGRW to improve my pre-writing, drafting, and composition
2022/3/4 Topic: Reflection 8.2
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(https:// Baitao Zhang (https://canvas.eee.uci.edu/courses/42236/users/312589)
The central strategies for my writing process are brainstorming, outlining, and pre-drafting
paragraphs. Brainstorming is just simply writing down any random thoughts onto a paper and
keeps adding and deleting relevant thoughts. Outlining is summarizing those useful things from
brainstorming. An outline is a map of my essay, and brainstorming provides valuable tips for
guiding the tour. Outlining makes me able to see the big picture of my work, it is the most
essential part of my preparation work. When an outline is completed, I can go into the pre-drafting
step easily. It is often that the more detailed the outline is, the easier the pre-drafting can be.
Predrafting requires me to enlarge and expand the ideas in the outline by researching relevant
sources, such as news articles and peer-reviewed articles. When there is a decent amount of
sources being read and understood, then I can analyze them so that they could become
supportive pieces of evidence in my essay. During pre-drafting, I can ignore sentence structure
and grammar. It is because the main point of pre-drafting is to get an approximation of the final
A nonnegligible part of generating a research-based composition is collecting relevant data to
support my claim. Due to many difficulties, we are often unable to conduct a large investigation to
get our own data. But the good news is that we can get free and accurate data from governmental
websites, statistical websites, and scholarly sources. After we integrate relevant data into our
essays, we need to analyze some of the complicated parts by concluding them into simple words.
(https:// Yining Wang (https://canvas.eee.uci.edu/courses/42236/users/285968)
I think in the beginning of the process, my ideas were too broad and confused. Even though I
decided that my theme was wealth inequality, I didn’t know how to refine it. Therefore, I think the
draft is very important to me in terms of the logic and detail of my work. After I determined the
theme, I wrote the factors leading to wealth inequality and the side effects of wealth inequality on
2022/3/4 Topic: Reflection 8.2
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Edited by Yining Wang (https://canvas.eee.uci.edu/courses/42236/users/285968) on Feb 27 at 3:38am
the draft by brainstorming, such as racial inequality, housing inequality, education inequality,
unreasonable resources and other issues. Then, I will use the key words I have written down to
effectively review the material, and write notes and general content on the draft. This also allows
me to type the content more effectively in the following pre-writing. For example, one of the
resources said that race-induced housing inequality leads to wealth inequality. So I’ll put the idea
of racial inequality at the top of my work. Housing inequality is then elicited in context leading to
wealth inequality. I think it’s a step-by-step process. If housing inequality is discussed from the
outset, and the differences in housing rates between blacks and whites are spoken, the reader
will wonder what causes the differences in housing inequality between whites and blacks. It would
be very abrupt to explain this difference in housing inequality as a result of racial inequality. It can
also leave the reader feeling confused: Is the theme of this paragraph housing inequality or racial
inequality? So I think there’s a correlation between digging into the root causes, racial inequality
leading to the gap between blacks and whites, to housing inequality, and finally housing inequality
leading to wealth inequality. Therefore, I think drafts and pre-writing are crucial steps in my writing.
These steps not only allowed me to refine my theme, but also made the layout of my works more
(https:// Britney Hella Avalos (https://canvas.eee.uci.edu/courses/42236/users/347688)
As I had mentioned in the last reflection assignment, I learned to write my thesis based on my
evidence instead of the other way around. By doing so, I was able to adapt my main idea multiple
times throughout my drafting process. Without this strategy, I would have gone into an endless
loop of sources because my original thesis was too vague. After applying the methods suggested
by the AGWR and our assignments, I was able to mold my thesis – how the Covid pandemic
affected small businesses – into how small Latino-owned businesses, specifically street food
vendors in LA, were treated unfairly due to the limitations set forth by the Covid pandemic. In
addition, the sources I used in my CP draft allowed me to organize my paper into three main
sections: Who got impacted, why/how they got affected, and opposing arguments.
I feel that I definitely improved at my pre-writing tasks as a result of this quarter. Although I was
familiar with some methods of drafting, I did not completely know how to approach them. For
example, as mentioned in the last reflection assignment, I was aware of the basics of an outline,
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but it wasn’t until I learned how to use the terminology from AGWR that I could now understand its
true effectiveness. Instead of solely listing the CDC as a source and its general argument in Class
Conversation 6, I was able to dive in-depth into their reasoning in order to make the arguments
fair. To add, I used to not apply the method of annotating sources before this course. For instance,
when searching for sources for my papers, I would select the ones that seemed beneficial to me
at a first glance. However, now I better understand how important it is to pre-analyze sources.
From our Scholarly Article Annotation assignment, I was able to analyze Carolina Sarmiento’s
source and prove its purpose and significance towards our class discussion at the time. As a
result, finding sources has become more convenient.
(https:// Anushka Singhal (https://canvas.eee.uci.edu/courses/42236/users/350575)
I definitely learned a lot in writing this research-based composition. The pre-work was definitely the
most important and useful part of this. Beginning to write the actual paper was extremely difficult for me, but the
pre-work helped me get words on paper, which helped me a lot.
I carefully selected multimodal pieces of evidence that would enhance my argument. The examples I
chose were graphs that emphasized the growth of private prisons. This added to my explanation of the history
of private prisons, because one of my main points was that they grew rapidly and I was trying to explain the
causes for them. Making my argument visible through multimodality definitely helped me clarify my thesis,
because it added a visual aspect to my argument. This helped my audience visualize what I was trying to prove
through a different mode, rather than just through words. It also made my point clearer.
Through the course of the quarter, I became a lot more effective and efficient at doing the pre-writing
tasks. My first assignment in this class took me a very long time and I had a very difficult time doing it.
However, as the course went on, I got a lot more adjusted to and used to this type of work and I became
better at doing these assignments. I also realized that the best way to do the assignments related to sources was
to first skim these sources and then reread the important parts in more detail. This helped me focus on the
significant sections of the sources rather than wasting my time and reading unnecessary details of a paper that
would not add anything to my argument.
2022/3/4 Topic: Reflection 8.2
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(https:// Chloe Haylie Cheng (https://canvas.eee.uci.edu/courses/42236/users/346372)
Before beginning to write an essay, I would first try to understand the topic by researching more
about it. Then, I would come up with an argument based on what I learned. From there, I would
brainstorm and research even more for claims and evidence to support my argument. After having
a detailed outline, I would begin to write my essay. I learned that brainstorming ideas and creating
an outline is very useful in organizing and strengthening my essay. This was taught in high school,
which guided me in writing. When I entered college, I learned even more about brainstorming and
outlining along with how to write a better thesis and analysis.
In this class, I was able to learn a lot more about research. In research, there are multiple types of
articles that can be used as sources such as scholarly articles, popular sources, etc. I learned that
the process of research includes a lot of repetition: reading different articles about a topic,
brainstorming, then researching more, and so on. It is important to not only look for evidence that
supports your argument, but also counterarguments since this will give you a better understanding
of different perspectives of the topic and can strengthen your essay if incorporated.
My essays are usually structured where there is an introduction paragraph giving an overview of
the essay, a couple of body paragraphs which helps support my argument, and a conclusion
paragraph which wraps up my ideas. Each body paragraph usually consists of one claim where I
will describe what it is, provide some evidence, and analyze it and connect it back to my
argument. I think throughout high school and the writing 39 series, I was able to learn how to find
stronger evidence and analyzing it. Most importantly, I learned to provide evidence for every claim
connect every claim I made to my argument.
Throughout the research process for the CP essay, I constantly looked up more information about
my topic. When I feel like I had a pretty good understanding of what I was going to write about, I
started to plan out an outline of my essay. Through the process of planning the outline, Irealized
that there were still some concepts I didn’t understand too well, so I continued to research more.
Every time Iresearched and learned more, there was always some changes that needed to be
made to the outline. Sometimes, it was to change the claims and even change the argument.
(https:// Diana Trujillo (https://canvas.eee.uci.edu/courses/42236/users/283879)
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Some strategies that helped me get started on my writing process were brainstorming and free
writing. The initial step I took was brainstorming, the way that I did this was by writing down bullet
points about the topic of racial inequalities and segregation in high school education. During this
process I also spoke to the professor during our appointment time and he mentioned how having
a specific school or so would be ideal. After meeting with the professor I decided to incorporate a
viewpoint by a teacher who taught in Jefferson High School, located in South Central Los
Angeles. This actually gave me plenty of insight and helped guide my project so that it was more
clear to the audience what my research project was about. After brainstorming I started the
research process and during this, I learned a lot more about my topic. I found so many great
resources but I learned that the incorporation of all of them was not ideal, so I narrowed down the
sources I used. When narrowing down my resources, Irealized that some of the resources were
not going to add as much value to my writing which is why I took some out. Then when I started
drafting I had trouble actually starting to write, to help ease this step I began to write. Once I
started to get some ideas into writing, the process of drafting was much easier. Irealized how free
writing is a great way to get out of your head about writing a whole research paper and just write
about your topic.
(https:// Isaac Carranza (https://canvas.eee.uci.edu/courses/42236/users/284430)
During the writing process for my CP I did have a couple moments when the light bulb suddenly
illuminated. For example, I was kind of stuck on trying to figure out how to further explain my argument
and make it more clear for the readers so I had to sort of do a little more research and then it came to
me to just make a connection with another source of evidence so I had to go through our discussions
and find a comment from our classmates that closely related to what I was talking about in that certain
paragraph. For example, in my paragraph for my first draft if you look at Figure 1 you can see that I am
talking about renter protection and how rent has gone up, then when you see Figure 2 you can see that I
included our classmate Jonah’s comment from Class Conversation 4 in order to begin to develop the
argument I wanted to make. For the multimodal part of this essay I didn’t really know what I wanted to
include because it was my first time doing a multimodal essay so I kind of had to improvise but then
when I read an article I saw an image of data that connected to what I was talking about so I decided to
use that image as part of my multimodal evidence. If you look at Figure 2 you can see the way I talked
about the image I chose for my multimodal evidence, which is Figure 3.
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(https:// Ellen Maloney Veargason (She/Her) (https://canvas.eee.uci.edu/courses/42236/users/359745)
One of the most influential people to my current writing style is my junior year high school English
teacher who taught me that ‘brevity is the soul of wit.’ The papers for this class never had word
count minimums, only maximums. This was to incentivize brevity, making more specific word
choices, and concision. Since then, I aim for this in my writing. Another influential english teacher I
had was my freshman year of college; they explained a way of formatting arguments that was both
different than the first structure I knew (thesis, reason, reason, reason) and resonated with me.
This new style of formatting arguments was a sort of train-of-thought: if this is true and that is true,
this other thing must also be true. I find this format to be more common and applicable as I
continue my own studies and read the work of other academics. Especially in researching our
complex social world, things are not black and white and do not allow for basic arguments. Other
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academics will bring up contentions and counter arguments for each “reason” one might have for
an argument, so it is important to include your context and reasoning to your thought-process in
your argument. For example, a complex argument about abortion rights should include national
differences in sex education programs and access to health care along with the morality of the
situation. Any “basic” writing structure would not sufficiently address all of the contributing aspects.
I used the train-of-thought format to write this research paper, as Immigration along the Southern
U.S. border is complex; the steps (and restrictions) to citizenship affect the following steps, so
they all need to be explained.
(https:// Shreya Sharma (https://canvas.eee.uci.edu/courses/42236/users/344384)
From what I have learned in high school, before starting an essay, it is good to comprehend what
to write on and to research more about the topic. Then based on the learnings from class, I try to
come up with my own arguments which exhibit my understanding of the topic. After doing this, I try
to find supporting evidence that aids my arguments. Soon after having a detailed outline, I would
sketch up a rough draft of my essay. After discussing with classmates and understanding my
mistakes, I strengthen and organize my essay better. In this class, I have been able to work more
on my research skills. Applying my prior knowledge as well, I have been reading, working on
finding scholarly articles, peer-reviewed articles, and simultaneously also trying to look for
evidence that supports my argument rather than looking for evidence and then formulating an
argument. It is also necessary to understand counterarguments hence, I have also been able to
look at varied perspectives in order to strengthen my essay. The structure of my essay is very
simple, it starts with an introduction which gives the overview of the essay, then it goes on to have
body paragraphs that support my arguments as well as counter-arguments in order to balance my
essay, and finally, I conclude my essay to wrap up my ideas. Each body paragraph focuses on a
thesis statement that exhibits my argument. After describing my claim, I provide evidence and
finally conclude within the body paragraphs as well. Throughput the research process of m CP, I
was very overwhelmed by the information on the internet because there was so little information
on my topic and there was more on education for special kids and the lack of funding for it. I
realized that I need to restrict my searches more and find a way to explore my topic better. This
was definitely a learning experience because it taught me how to research better and find exactly
what I am looking for.
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(https:// Qianqian Li (https://canvas.eee.uci.edu/courses/42236/users/312380)
One of the most difficult parts during the process of doing my Context Project was to come up with a
main topic. I need to relate the big, general issues that we had mentioned in our lectures and class
discussions before and eliminate them into a more specific, detailed social issue in a specific area of
the world. Fortunately, while I was scrolling through Chinese social media, I saw news about the
intended future changes the government is planning to make for the education system and policies
related to it. This was my moment when the light bulb suddenly illuminated. I believed that there is a
strong relationship between the wealth inequality, which we had talked about a lot in class, and
education. Moreover, education is a very important factor that has a great impact on everyone’s life.
Therefore, I decided to do my Context Project on the relationship between wealth and the education
system in China.
Finding sources is one of the most crucial parts of generating a research based composition in my
opinion. I had spent a lot of time finding useful information that is related to my topic on the Internet. I
noticed that many of the sources, although contain a lot of information that are suitable for my project,
are out of date. Therefore, I only read those articles to help myself to learn about the history of the
education system in China and to better understand the issue. I had also gone through some articles in
Chinese instead of English which I found very helpful since the issue I focus on is in China. I had also
learned that knowing how the policies change throughout different periods are beneficial because we
can see how the goals have changed in different situations which is very inspiring for research
(https:// Anna Korotkova (https://canvas.eee.uci.edu/courses/42236/users/351142)
The process of generating a research-based composition has taught me the significance of
reading several different pieces of and research on an issue and connecting them to help
visualize the bigger picture. This is especially helpful in order to have enough of a grasp on a
subject in order to propose a possible solution. While a lot of my initial research originated from
investigative journalism and news articles on the current situation of unethical labor in cocoa
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production, the statistical information and data was received from the US Department of Labor’s
study into rates of agricultural households in the Ivory Coast experiencing the need to send their
children to work instead of school. My initial strategy was to look only for the issue I was interested
in, namely child labor in chocolate supply chains, but I soon discovered that a research-based
composition such as this called for a broader research and understanding of both the issue at
hand and its contributing factors, effects on the population, and above all the solutions either
proposed or in progress. Another thing I have learned and gained experience with while writing a
research report is spotting the differences in credibility of some sources while being aware of the
writer’s argument, purpose and intentions in others. This has helped me narrow down sources
that describe information relevant to my paper and avoid those that contain un-confirmed claims
and data. One notable example of this was the social media post on Twitter that sparked my
curiosity into the topic. The general information was correct but the call to action was completely
misplaced as the event it described as current actually happened over a year ago. Although it was
a poor source of factual information, it became the foundation for my report which included peerreviewed and reputable sources that were not poor sources of factual information and helped
contribute to what I hope to be a moderately well-written examination of ways to end child labor
and slavery on cocoa farms in West Africa.
(https:// Shengyu Wang (https://canvas.eee.uci.edu/courses/42236/users/268633)
I learned my writing strategies back in High school through my history teacher. The first step in my
writing process involves pinpointing a relevant research topic. Generally, I would arrive at a
suitable topic by conducting a simple google search on the available topics that warrant my
attention. I would search-relevant keys and terms related to my topic and choose the most
appealing sources. After pinpointing the relevant topic, I would now begin the arduous task of
finding resources to support my arguments. My greatest source for academic sources has always
been Google Scholar.
Similarly, I would also acquire sources by just googling my topic and picking the resultant articles,
blogs, and journals. Selecting of relevant resources would be followed by essay structuring. Often,
I would organize my arguments into a five-paragraph essay comprising the introduction, body
(with three supportive points), and conclusion. While I did not utilize drafts, I would proofread my
work, removing grammatical errors and adding weight to my arguments through sources
incorporation. Notably, my introduction would introduce my topic and sometimes provide the
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thesis statement. The three paragraphs in the body would support the thesis statement. The
conclusion would restate the thesis statement and provide new research directions and existing
Nevertheless, my writing process and strategies have changed significantly over the years,
especially after enrolling in the writing classes. First, I have changed the strategy of pinpointing a
viable research topic. Previously, I would do a Google search to find topics. These days I
brainstorm heavily to generate a list of three to four topics. Afterward, I would now conduct
comprehensive research, not just only on Google Scholar but on numerous academic databases
to find relevant materials. I would pick the topic with the most appropriate materials and
arguments. Previously, I would change my topic because of the ‘lack’ of supporting sources or
materials. However, the new strategy has proved instrumental in mitigating this problem. I now
utilize synonyms and keywords to search for relevant materials, and I hardly go back to change my
research topic.
Further, my new strategy involves writing drafts. I have learned that drafts are essential in
organizing a researcher’s thoughts and building solid arguments. I previously treated writing as a
linear process, where you pick a topic, find sources, then begin researching. Now, I have realized
that writing is iterative and involves numerous revisions before arriving at the final essay and draft.
Accordingly, I have learned that not all arguments must follow the 5-paragraph essay organization.
My research scope has widened significantly, and I am no longer constricted to a specific
I intend to utilize these new strategies to help me excel in WR39C. Drafting will help me pinpoint
the main arguments of my AP and make necessary revisions. For example, through drafting, I will
be explaining existing solutions to a particular problem and discussing their weaknesses. I will
also conduct proper resource incorporation to support my arguments.
(https:// Jonah Ceebtsheej Mouanoutoua (https://canvas.eee.uci.edu/courses/42236/users/314328)
In my Context Project, I included a table that displays the number of homeless individuals by race/
ethnicity from 2018-2020. The purpose of this table was to visibly show how African Americans
and Hispanics/ Latinos both make up over two thirds of the homeless population in Los Angeles
and how it supports the claim I made earlier in the paragraph about discrimination in housing.
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Personally, I feel that I have improved and have become more skillful when it comes to integrating
various pieces of evidence into my paper to help support my claims. In past writing classes/
assignments, I never invested much into research, but after working on my Context Project, I was
exposed to many more sources than I have been exposed to before. With this exposure to
multiple sources and with the help of the useful resources provided in WR39C, I was able to
collect multiple pieces of evidence, some of which I used and some of which I did not use, that
helped support the claims I made in my paper, and I was able to select the ones that were
stronger than others. During the writing process of my Context Project, I did experience a light
bulb moment. When writing my CP draft, I was still confused about how my topic contributes to
the larger class conversation. However after discussing with other students in the class with
similar topics as mine, I was able to connect the dots and figure out how my topic contributes to
the larger class conversation.

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