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Gonzalez

Gabriela Gonzalez
5 June 2016
Writing 39C
Lynda Haas
My Journey through Research and Argumentation
Over the course of the writing 39C series I have seen my writing improve from vaguely
describing topics in an unorganized manner to being able to analyze a piece of evidence and
thoroughly describe it to enhance my rhetoric appeals as well as my argument. Writing 39B was
centered on the different rhetorical appeals, logos, pathos, and ethos, and the different forms they
come in. Analyzing different forms of rhetoric in writing 39B was a great advantage and a skill I
carried onto writing 39C that helped me with tasks like research, the social media campaign, and
how I appealed to my audience in my HCP and AP. I was able to depict which types of research
strengthened my topic, in this case in animal research studies, to provide historical background
information in my Historical Conventions Project (HCP) and statistical information in my
Advocacy Project (AP) other than vaguely stating my opinion without actual evidence. In
Writing 39C I used these skills along with new ones learned in researching for scholarly
evidence to present a well-organized argument on a topic in animal research. The rhetoric skills
learned in writing 39B allowed me to improve my research skills and produce a conversation
advocating a topic in animal research using different forms of research such as multimodal
elements and social media engines.
From researching and composing my HCP, AP, and social media campaign I have
improved greatly in arranging and formulating pieces of evidence to adequately present an
argument. I became more effective at my pre-writing tasks by using the skills in the activities in

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class. My research skills were greatly impacted by using specific words, learning to skim read,
and the UCI libraries search engine. While looking for research, search engines such as Google
and Yahoo resulted in articles that were not scholarly or did not fit my topic. Dr. Haas scheduled
a visit to the library in which the librarian taught the class how to use the search engines
associated with the UCI libraries. Through these search engines I learned they provided more
scholarly articles than any of the search engines I had previously used. My topic for the HCP was
farm animal cognition and emotion specifically in pigs. I began to use the libraries search
engines like academic complete and keywords such as farm animals and cognition, farm
animals and emotion, or pigs and cognition to find research articles. Through academic
complete I found the articles Comparative cognition: Past, Present, and Future by Michael J.
Beran and colleagues along with Farm Factories by Bernard E. Rollin and Robert Desch. The
article by Michael J. Beran provided evidence that there have been animal studies conducted on
pigs to test their cognition. I used it heavily in my introduction of the HCP to set up the bases of
the historical conversation of various studies that followed and contributed to the historical
dimensions of my paper. Farm Factories by Bernard E. Rollin and Robert Desch contributed
more to my AP because it discusses how factory farms have been accepted by society, however,
it is not humane and contradicts the ethical teaching of animals. Rollin and Desch provide
historical background information on the beginning of factory farms in World War II and how
they have slowly evolved from small farms to large factory farm industries. At first I thought of
including this piece of information in my HCP but after revision I received feedback on it being a
more suitable piece of evidence in my AP.
The review and revision has always been a big piece of the writing process for me
whether it is reviewing a peers draft or receiving feedback from others on my work. It is

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important to me to read others work and provide feedback, as I believe it helps me understand
the purpose of the writing assignment. Through the peer reviews in writing 39C I have seen
myself grow as a reviewer. Before writing 39C most feedback provided was based on
grammar/sentence structure however I learned to formulate questions for the peer review process
that go into depth about the content rather than structure.

Figure 1. Peer Review Template. Questions to guide the reviewer while looking over others draft.

Performing reviews based on the rubrics provided by Dr. Haas helped me look at the
content in depth. When reviewing the annotated bibliographies completed for the HCP
questioning whether the sources were relevant to the animal studies topic being presented helped
me look back to my main idea and make sure my sources related. The revision performed on the
HCP was guided by using the rubric that was going to be used while grading the final draft.
Looking at the rubric a couple of times to dictate if others papers included what was being asked
for let me reflect on my paper and ask myself if what I included matched the objectives. Reading
others papers reassured me if I was going the correct way with my paper.

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When others peer review my compositions I am open to the feedback given by the
reviewer. Something I learned in writing 39C is to keep in mind the reviewer does not know
about your topic the way you have researched it, therefore, when reading your composition they
should have more of an understanding on the topic. I also explored this while reading the articles
used for my HCP and AP. I received feedback from my peers in relation to the transitions

Figure 2. Revision Process. Feedback provided by a peer that was applied in the HCP.

between paragraphs, adding more research to my paper overall, and being clearer when
referencing certain parts of my essay. Between my first and final draft of my HCP there was a lot
more research added. I received feedback from my peers stating more research on the historical
content of the domestication of pigs and the overall history of animal cognitions studies would
increase my logos and ethos. In my first draft of my HCP there was a section when I briefly
mentioned the domestication of pigs and how their actions changed from the wild beings they
were before domestication. In my final paper I go into depth on the similarities and differences
between domesticated and wild pigs and how human actions have helped shaped that. My
advocacy project needed adjustment in the transitions between paragraphs and being clearer on
the content explaining the solutions and counterargument of the problem. Overall, the
metacognition of my writing process was greatly improved using revision strategies. I have
become a better writer and overall communicator by comparison from my first drafts to my final

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drafts. When writing my AP in comparison to my HCP I felt like I understood how to structure
and incorporate evidence to support the advocacy against the mistreatment of pigs.
Comparing not only my HCP and AP but also the drafts leading to the final HCP and AP
the structure and the argument are better developed. I noticed my argument gains strength, more
research is included, and the connectivity between the paragraphs is stronger. The engagement
and persistence throughout the essays alters my body of evidence as I began to conceptually
revise my first draft. In my HCP two scientific studies were used, one more broad than the other.
In my first draft I simply stated them individually not having anything to do with one another. In
my final draft of my HCP I tie them into each other as I structured the essay to each study one
after the other. I used transition statements and related them while explaining one of the studies.
Doing so I needed to research more about the studies and the information being included in the
other paragraphs to relate to the studies as well. I felt like this overall strengthened the
conversation of pig cognition. Similarly, in my AP I saw a transition from the first and final draft
in terms of research and structure. I did not know how to approach my solution and
counterargument in the first draft except with constant research to how other people feel about
the topic on animal abuse. I did more research in between the first and final draft of the AP. This
research helped me find my solutions and counterargument for the advocacy campaign. My
curiosity developed as I continued to research into depth on pig cognition and the way factory
farms mistreat pigs due to their belief that pigs are not intelligent. The curiosity contributed to
the metacognition of my final drafts.
Having to create a social media campaign I learned how creating different types of
arguments are influenced by the different rhetoric appeals. The social media campaign included a
variety of social media networks including twitter, instagram, and weebly. Creating a twitter and

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instagram to advocate against the cruelty of dairy cows there was a clear distinction between
how the visual and the written text appeal to the audience. While advocating the mistreatment of
dairy farms on instagram two visuals were compared (Figure 3), one with text and one with an
emotional appeal. The one with the emotional appeal got more recognition than the one with
text; this became a reoccurring pattern. The visuals with emotional appeals became the ones that
got more comments and likes on instagram versus the ones with information. On twitter I noticed
Figure 3. Visual vs. written text. Instagram post comparing the amount of attention each post received from the

audience.

it was easy to express and appeal to the audience through logos and pathos. Using twitter I
learned to use hash tags that made it easier to find content with no restrictions, all of which were
under the same topic. Creating the Social Media home base was more casual and less formal. I
was able to show my creativity with the appearance and the format along with the different
multimodal elements of the website. On the page that I was assigned to I used the flexibility in
creativity and created info graphics and found YouTube videos that were informative on animal
abuse in Factory Farming. It was easier to inform the audience and made it clear that social

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media is an easy and important tool to spread information. Although the audience was targeted at
college students there was a wide age range of people that participated in the social media
campaign as a whole, due to the variety of people that use social media networks.
Throughout the social media campaign responsibility was a key concept on following
the 7-day social media campaign plan. Each member of the group was responsible for posting
every day corresponding to the theme of the day and fixing the social media campaign website.
If you did not do your part according to that day it would not only affect you but you group as
well. When making the home base on weebly each member was responsible for a page. I was
responsible for creating the Life of a Cow page and for contributing to the social media
campaign presentation. Although the other members of the group were night owls, I was not.
Each of us had to adjust to each others schedule in order to discuss the responsibilities of each
group member or the planning of the social media campaign itself. At times it was difficult to
come in contact with each other due to our day schedules and sleeping schedules being different.
These differences caused each member to independently become responsible for their own part
of the social media campaign and making sure it was completed by the deadline so it would not
affect the other members of the group. Using the variety of multimodal elements such as these
social media networks displayed the difference between the rhetorical appeals and types of
evidence that appeal to the audience in a scholarly and casual environment.
The skills acquired in the intensive writing course, 39C, have greatly influenced the way I
research and write in other courses. During the same quarter I chose to take an organic chemistry
lab in which lab reports were due every week. We were required to use data gathered in lab to
explain the experiment performed in the previous week. When incorporating this data I used the
integration of multimodal elements used in writing 39C. Visuals needed to be included in the lab

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report therefore, when referencing these visuals statements such as In figure one were used to
refer to them as evidence of what was going on in the experiment. Similarly, during winter
quarter I took a political science class that required a final paper based on the book the Raping of
Nanking. A heavy amount of evidence was needed to support my claim in this twelve-page
paper. I used the rhetorical appeal pathos and logos learned in writing 39B to catch the
audiences attention. I also included evidence by using a multimodal element, the documentary
on Nanking, to support my argument. As I watched I noticed this form of evidence was appealing
to pathos and logos. There were scenes showing harsh treatments on people appealing to pathos
but also gave information on how The Rape of Nanking was resolved. The structure of the essay
was also influenced by the organization skills acquired in writing 39B and the different forms of
rhetoric. The paper constantly had references to other examples used throughout the paper in
order to link the ideas together. Furthermore, I believe the skills acquired in writing 39B and the
new skills acquired in the intensive writing course on research and argumentation will be carried
on to future courses and strengthen overtime.