Information literacy is about knowing how to find, evaluate, and use sources responsibly and effectively in your writing. It means understanding which sources are credible, how to interpret them critically, and how to integrate them to support your own arguments. I demonstrated this skill in Task 2 when I reviewed an article from Stanford News about Lera Boroditsky’s research. I didn’t just summarize the article—I evaluated its strengths and weaknesses, questioned its scholarly value, and compared it to more rigorous academic standards. I also used peer-reviewed sources in my research proposal to support my methods and contextualize my topic, showing that I know how to build arguments using reliable, well-sourced evidence.

Understanding multiple ways of writing means recognizing that effective communication can take many forms depending on the context, audience, and purpose. It’s about adapting tone, structure, and style to fit different genres and platforms—whether that’s an academic essay, a research proposal, a digital presentation, or personal reflection. I demonstrated this in Task 3, where I remediated my research review into a multimodal slideshow. That shift required me to rethink how to present information visually and concisely while still keeping the content clear and analytical. I moved from traditional paragraphs to slide-based summaries, visuals, and structured talking points, showing I could translate academic writing into a more accessible format.

Generating inquiry means learning to ask meaningful, research-driven questions that lead to deeper understanding rather than just surface-level answers. It’s about curiosity with purpose—identifying gaps, noticing patterns, and pushing past the obvious to explore why something matters. I practiced this skill in Task 1 by choosing a topic rooted in my personal experience—how native language affects academic writing—and turning that into a researchable subject. Instead of just stating that Portuguese and English are different, I began asking how those differences influence rhetorical choices, writing structure, and student performance. That shift from topic to inquiry helped guide my thinking and set the stage for a semester-long project.

Research genre production means understanding how to write in different academic forms—like proposals, reviews, and analyses—while meeting the expectations of each genre. It’s about knowing the structure, tone, and purpose that define each type of research writing. I showed this skill in Task 2 when I wrote both a critical review and a research proposal. The review required me to summarize and evaluate someone else’s scholarly work, so I used an objective tone and supported my analysis with specific examples from the article. In contrast, the proposal needed a clear purpose statement, research questions, and a detailed methods section. Switching between these genres pushed me to adjust how I organized my writing and how I explained my ideas depending on the format.