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In Unit 3, we began the process of learning to write with a YOU attitude and applying this type of writing for professional purposes. We also had the chance to conduct our surveys and interviews, and draft the final report, as well as provide peer review for our peer’s final report. As we come to the end of Unit 3, here are some of my reflections regarding the latest pieces of work completed and lessons from each:

Lesson 3:1 – Writing with the right attitude: The writing with a YOU attitude, including the memorandum to Evan Crisp and the business letters, presented a useful exercise in orienting our writing in professional settings. It was surprisingly difficult to edit myself from using personal pronouns throughout my writing while maintaining a friendly tone, and I enjoyed the process of learning to do so. I felt this process become easier as we moved through the different assignments.

Lesson 3:2 – Drafting a formal report: Reaching out to colleagues about the formal report, and seeing responses role in, was an enjoyable outside-of-work activity. I enjoyed creating the visualisations for the formal report, as it allowed me to use and improve my skills in graphic design software. After putting significant thought and energy into the formal report, it was nice to see everything come together in a draft. I was also thankful for the draft assignment, which forced me to stay on top of my timeline and get everything done that needed to be included.

Lesson 3:3 – Reading your Formal Reports and planning for the future. Finally, we were tasked with peer review of our peer’s formal report.  I thought this exercise was extremely useful, as it allowed me to see how my peer decided to structure his report and gave me ideas for editing my own report. I’m sure that my peer’s recommendations on my own report will also be extremely helpful for perfecting the draft.

Thanks and looking forward to the final unit!

Amina

In Unit 1, we set up our student blogs and learned more about our classmates through our bios and letters of application. It was interesting to see how many students come from a scientific background, and the collective breadth of academic and professional experience in the class. I enjoyed creating my personal blog and the process of reaching out and creating a team with my classmates. As we come to the end of Unit 1, here are some of my reflections regarding the latest pieces of work completed and lessons from each:

Definition writing: Having used the term ‘naloxone’ in a professional environment for quite some time, it was a helpful exercise to try to define it in such a way that anyone – regardless of academic background or public health knowledge – could understand. The majority of my work products have been for consumption by the research community, where some level of subject-specific knowledge is expected. The parenthetical definition in particular presented an important challenge of defining a new term in very few words and relying only on the context of the sentence to help the reader’s understanding, while the sentence definition offered some leeway in this regard. The expanded definition was a good exercise in including more information but knowing where to stop. Of course, any word or term could have pages-long expanded definitions, so I enjoyed the exercise of choosing what as most important or useful for the audience in the chosen situation.

Peer review process: After our definitions were posted, our team agreed that I would review Evan’s definition of ‘scaffolding’, while Mitchell would review my definition. I enjoyed reviewing Evan’s assignment, and felt that I learnt a lot from reading through his definitions. I found it challenging to put my recommendations in writing in such a way that would make it clear and easy to follow my recommendations. Often, I can read a sentence and while there is nothing particularly wrong with that sentence, I sometimes have the feeling that it sounds ‘awkward’. Through the peer-review exercise I discovered that these sorts of edits are related to ‘flow’. Overall, I found that I enjoyed the editing process, and found it helpful to go through each section and organise the review in the same way as the original assignment.

Editing process: Concurrently, Mitchell revised my definitions assignment and posted his review on our team forum. I always find it helpful to get a second pair of eyes on my work, and I enjoyed reading Mitchell’s revisions. It brought my attention to the fact that I tend to use some jargon in my writing, like the word ‘ampoule’ (another word for ‘vial’). Using these technical terms casually in my writing is a remnant of the scientific writing process that I am accustomed to, and it is helpful when someone outside of my field is able to spot these and bring them to my attention. After receiving the peer review, I went through my original definitions and applied the feedback provided. Mitchell organised his review in a way that was easy to follow and apply to my work, which I appreciated.

My original definition of naloxone for Assignment 1:3 can be found here.

Mitchell’s peer review of my definition can be found here.

The revised definition of naloxone, with Mitchell’s revisions incorporated, can be found here,

Looking forward to unit two!

Amina Moustaqim-Barrette

 

To: Anusha Saleem <ubcasal15@gmail.com>
From: Amina Moustaqim-Barrette  <aminamoustaqim377@gmail.com>
Date: September 23, 2020
Subject: RE: Partnering up for ENGL 301

Hello Anusha,

Thank you for your email, and I would be pleased to form a professional writing team with you for the ENGL 301 99A – Technical Writing course for the Winter 2020 semester.

I was interested to see that you have also completed a previous degree in chemical engineering, along with having three years of professional experience. Having also previously completed a university degree and entered my professional field, I feel that our academic and professional experiences are well-suited to forming a proficient professional writing team.

As per the course instructions, I plan on posting this email message to my blog. Please let me know if you have any concerns with including your name and contact information in my blog post.

Thank you again and I look forward to working together this semester!

Sincerely,
Amina Moustaqim-Barrette

To: Quentin Michalchuk <michalchukq@alumni.ubc.ca>
From: Amina Moustaqim-Barrette  <aminamoustaqim377@gmail.com>
Date: September 23, 2020
Subject: RE: ENGL 301 99A Writing Team Invitation

Dear Quentin,

Thank you for your email.  I would be pleased to accept your invitation to join your professional writing team for the Winter 2020 semester of ENGL 301 99A – Technical Writing.

I was equally impressed with your academic and professional experiences, and feel that our shared interest in the health sciences will make for a strong and methodical professional writing team. Having also worked on a number of scientific literature reviews, and I am confident that the collaborative and technical writing skills necessary for that work will carry over well to our professional writing team.

As per the course instructions, I plan on posting this email message to my blog. Please let me know if you have any concerns with including your name and contact information in my blog post.

Thank you again and I am looking forward to connecting on logistical details and working together this semester!

Sincerely,
Amina Moustaqim-Barrette

To: Rodrigo Samayoa < rsamayoa@alumni.ubc.ca>
From: Amina Moustaqim-Barrette <aminamoustaqim377@gmail.com>
Date: September 23, 2020
Subject: ENGL301 99A Professional Writing Team

Dear Rodrigo,

I am emailing in regard to forming a professional writing team for the Winter 2020 semester of ENGL 301 99A – Technical Writing.

After reading your application letter, I am wondering if you would be available and interested in joining my professional writing team. I was pleased to see that we share some professional experience in political advocacy in the non-profit sector and feel confident that this shared experience will be useful in working collaboratively and efficiently to meet all of our course expectations and deadlines.

As per the course instructions, I plan on posting this email message to my blog. Please let me know if you have any concerns with including your name and contact information in my blog post.

I have enclosed my letter of application for your consideration – please do not hesitate to contact me by email at aminamoustaqim377@gmail.com with any questions. I am very much looking forward to working together throughout this semester!

Sincerely,
Amina Moustaqim-Barrette

301 Amina Moustaqim-Barrette Application Letter

To: Dr. Erika Paterson
From: Amina Moustaqim-Barrette
September 18, 2020
Memorandum: Submission of Professional Writing Team Letter of Application

Dear Dr. Paterson,

I am writing to you today to inform you that my letter of application to join a professional writing team as part of the ENGL 301 Winter 2020 course has been submitted through my UBC blog. Please see the attachment for my letter of application, which includes:

• A summary of relevant academic and work experience in technical writing, including experience in knowledge translation and writing work in non-profit sector
• Examples of my experience in collaborative and team-based projects
• A note about my perceived weaknesses related to technical writing, and the way in which my learning philosophy will complement my role in the professional writing team

Thank you for your instructions and your ongoing guidance in this work. Please feel free to contact me at aminamoustaqim377@gmail.com with any questions you may have or to discuss the letter of application.

Sincerely,
Amina Moustaqim-Barrette

301 Amina Moustaqim-Barrette Application Letter

2168 West 14^th Avenue
Vancouver, BC V6K 1J9

September 18, 2020

ENGL 301 99A – Technical Writing
University of British Columbia
2329 West Mall
Vancouver, BC V6T 1Z4

Dear ENGL 301 99A classmates,

I am writing to you today to submit my application to your professional writing team for the duration of the 2020 Winter semester of the ENGL 301 Technical Writing course at the University of British Columbia (UBC).

Since 2018, I have worked as an epidemiologist at the BC Centre for Disease Control (BCCDC). In this position, I work primarily in biostatistics and data analysis for the purpose of disease surveillance and program evaluation. Much of my work also consists of technical writing through translation of scientific findings for diverse audiences, including through writing annual reports and briefs for policymakers, lay summaries for the public, and peer-reviewed articles for the research community.

Before transitioning into a career as an epidemiologist, I also spent two years working in media relations and advocacy in the non-profit sector. I currently hold a Bachelor of Science from McGill University and Master of Science from UBC, both of which have helped develop my technical writing skills substantively.

My professional and academic experience has allowed me to work extensively on collaborative projects, and I am at my best when I am able to share ideas and cooperate with others. In recognition of the course requirements and quick turn-around required for assignments, I have proven experience as a timely, effective, and responsive team member.

In regard to my weaknesses in technical writing, I have limited experience in creating visualisations or aesthetically pleasing outputs to complement my writing work. My learning philosophy involves always being open to new learning opportunities, and constantly engaging with new subjects and perspectives – a philosophy that I hope my team will share.

I feel that I would be a valuable asset to your professional writing team and would be grateful for the opportunity to discuss further. Please feel free to reach me at aminamoustaqim377@gmail.com at your convenience. Thank you for considering my application and I hope to hear from you soon.

Sincerely,

Amina Moustaqim-Barrette

301 Amina Moustaqim-Barrette Application Letter