Welcome 

It is not uncommon to hear a student in the Writing 39 series complaining about how they are not good at writing or how they don’t enjoy writing for a school assignment among other reasons why writing isn’t their favorite cup of tea. Just take a few minutes out of your day and sit in the hallways of Humanities building and you will be surprised at the sheer magnitude and extent of the complaining and whining that takes place before and after office hours among students. I fully approve of and stand by my previous statement because not only have I witnessed this first hand, I am easily the most apathetic towards research-based writing and am responsible for such whining.

I am usually pretty good at pretending to do research and I can say this because it took me fairly far in high school. To me, “research” meant the top results on Google, Wikipedia and occasionally some pro-con websites so that I could at least make it seem like I had a “balanced” representation of both sides of the debate. However, now that I am progressing as a student and am expected to positively contribute to the world of academia, I realize that although Writing 39C might not be my cup of tea (which is odd because I love all kinds of tea) it will benefit me because it will teach me how to conduct research, locate information, evaluate sources, and advocate for my ideas in a professional and scholarly manner.  The class has taught me that research is a process- a long and grueling one but a process nonetheless. In this process, I experimented and learned the various components of a well-written, multi-modal, argumentative research paper, which will not only help me in my upper-division writing classes at UCI but also familiarize me with the research process for my work as a scholar in the future.