This paper is a proposal, project, and dissertation for Kenneth Johnson, Doctor of Philosophy degree in Science Education, in the Graduate College of The University of Iowa. I propose analyzing the writing assignment in an undergraduate online physics course offered by a small midwestern community college (CC). The goal is to study how Writing to Learn (WTL) exercises affect undergraduate physics students. How does their understanding of physics concepts improve? How does the writing toward a target audience improve over a semester? What are the student attitudes and impressions of online undergraduate physics science class writing exercises? The project will answer the first two questions in chapter two by studying the effects of WTL writing tasks on online undergraduate physics students at a two-year college (TYC). The investigator will address aspects of the third question in chapter three. In Chapter 4, the investigator will submit a detailed discussion of results, conclusion, limitations, potential actions in the learning environment, and future research potential. The investigation will take data from assignments, discussions, and surveys from an undergraduate online physics course in the spring of 2022. The writings in this study occurred before the public release in November of 2022 of ChatGPT, the artificial intelligence "chatbot" developed by OpenAI, a large language model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]