To me, contributing knowledge means using my writing not just to repeat what others have said, but to add something meaningful to an ongoing conversation. It’s about asking original questions, connecting ideas in new ways, and sharing personal insights that bring a fresh perspective to academic discussions. I demonstrated this in Task 1 when I chose to explore how native language affects academic writing. Drawing from my own experience as a Brazilian student learning English, I added a personal and culturally specific angle to the topic of rhetoric and writing. This helped me move beyond summary into analysis and reflection—connecting my story to broader ideas in writing studies.
In Task 2, I continued to contribute knowledge by developing research questions that aimed to uncover how multilingual students perceive the influence of their native language on their English writing. I wasn't just reporting on other people's research—I was shaping a potential study that could offer new insights into how language background affects rhetorical choices. My proposal, grounded in real student experiences and academic methods, shows how I’m learning to participate in scholarly inquiry. It also reflects my ability to connect theory with lived experience, using writing as a tool to explore, explain, and expand what we know about language and communication.
I also want to include Reading Response #1 because it asked me to think about how certain types of research are conducted, especially in the field of writing and rhetoric. That assignment helped me understand different research methods and how scholars develop and support their ideas. This background knowledge directly contributed to my success in Task #2, where I had to create my own research proposal and justify my approach. Reading Response #1 gave me a foundation for thinking like a researcher and helped me contribute original ideas with more confidence.
