Monthly Archives: April 2023

Final Self-Assessment Reflection

 

Strengths

In the process of learning the principles of technical writing and completing assignments in ENGL 301, I was able to identify my strengths in both the learning process and written works. My most striking strength in the learning process is that I never hesitate to ask questions. Whenever there is something hinders my process of learning, I always ask my writing team members for help rather than struggling alone until the end. I also never hesitate to answer others’ questions and provide feedback to them. By sharing knowledge and opinions with others, I have successfully completed all the assignments and improved my technical communication skills. My strength in written works is that I always try to provide as many details as possible so that my audiences can clearly understand the purpose and content of my writing. Especially, Professor Erika’s feedback on my formal proposal memo helped me a lot to learn how to add details to my writing. After revising the assignment according to Professor Erika’s feedback and reflecting on my previous works, I could enhance my strength of providing details even further.

Weakness

Based on the technical writing techniques that I have learned in ENGL 301, I was able to identify my weaknesses in my learning process and written works. My weakness in the learning process is that I always have the fear of failure even before starting the assignment without reason. That fear of failure has impeded my productivity and reduced my enthusiasm for learning. However, I have been always able to complete all the assignments successfully in the end. In the process, I was able to learn that believing in myself is also important in the process of learning. In addition to my weakness in the learning process, I could also identify my weakness in written assignments in the process of learning technical writing in ENGL 301. My weakness in written assignments is that I tend to keep long sentences in the paragraphs, impending readability of my writing. Based on suggestions from peer reviews and feedback from Professor Erika, I was able to practice how to transform long sentences into multiple readable and concise sentences.

How My Skills and Strengths Will Support My Future Career

Technical communication and writing skills are crucial in Computer Science. Programming and testing are just a part of the story in software engineering. Software developers spend a lot of time and effort to write comprehensive documents about the specification of the software. Furthermore, effective communication between team members is crucial to share the technical processes of building software together. As a student who wants to pursue a career in the software industry, the skills and strengths that I gained and improved in ENGL 301 will help me a lot. The email memo and peer review practices from ENGL 301 will help me to effectively communicate with my future team members. Furthermore, my experience in preparing a formal report in the course will be extremely helpful when I prepare software documentation for clients in the industry in the future. Finally, my strengths of asking questions and providing details to peers will help me to play important role in the team of professionals.

Overall, I have been able to improve crucial skills and strengths that will support my future career in Computer Science in the process of learning technical writing in ENGL 301.

Citation for a visual: “Introductory Topic – Self Reflection.” Sam Conibear, 19 Feb. 2018, sjconibear.wordpress.com/2018/02/19/introductory-topic-self-reflection/.

Web Folio Reflection

Brainstorming Process

In unit 4.3, we are asked to design and create a web portfolio to highlight our academic and professional background and showcase a collection of our best-written works completed in ENGL 301. The first task for me was to determine who will be the potential audience of my web folio. As a professional in the early stage of my career as a software developer, I decided to design a web folio that highlights my technical skills that are relevant to Computer Science and Software Engineering fields so that potential employers can visit my web folio and learn about my professional interest and background. Furthermore, I decided to include my GitHub and LinkedIn links on the main page to individualize my web folio.

Creating and Revision Process

After brainstorming ideas and defining the purpose of my web folio, I had to think about where to build my web folio. I decided to build my folio by extending the existing ENGL 301 website and adding more features. After defining the basic structure of my web folio, I had to move existing content around and add more pages according to the requirement of the assignment: “Home” page, “About Me” page, “Blog” page, “Online Resume” page, “Application Package” page, and “Best Work” page that showcases examples of my best work from ENGL 301. I especially spent a lot of time and effort building the “Best Work” page. I first needed to self-edit previous assignments according to peer reviews and Professor Erika’s feedback. Then, I provided commentaries on the purpose and success of each assignment with links to each revised assignment.

Overall, I was able to learn how to design and create a professional web folio to showcase myself. Furthermore, I was able to review my previous assignments and reflect on my weaknesses and strengths in the revision process.

Citation for a visual: “What Is Reflection?” tutor2u, www.tutor2u.net/psychology/blog/what-is-reflection.

Unit Three Reflection Blog

Writing with You Attitude Memo to Evan Crisp

In unit 3.1 of ENGL 301, we are asked to write an email memo of advice to Evan Crisp on best practices in writing an e-mail to a professor seeking to be added to a full course. In a memo to Evan, we are tasked to demonstrate the you-attitude toward Evan. By reviewing section 1:7 of the you-attitude and reader-centered writing handout, I could learn how the you-attitude avoids a condescending tone in writing by eliminating unnecessary imperatives. The handout advised me to keep the you-attitude in memo reports by avoiding the pronoun “you” within the body of the memo and imperatives within the body of the memo. Overall, I was able to learn how to demonstrate the you-attitude in memo reports in the process of reviewing the handout and writing a memo to Evan with the you-attitude.

 

Formal Report Draft

In unit 3.2, we are asked to write a formal report draft that includes all core elements of the report. First, I organized and analyzed the data collected from two surveys distributed to Computer Science teaching assistants and students. Since I experienced a low participation rate in the survey with teaching assistants, I had to discuss my concern with Professor Erika. Professor Erika suggested that I keep collecting data from now until the final draft is due. I also decided to include the “Limitations of the Study” section in my report to indicate that the sample size may influenced the interpretation of the findings from my research. After I completed organizing the result of the surveys, I created the illustrations that I plan to integrate into the text of the report with the labels. Then, I started to write the title page and the introduction of the report. On the title page, I included the intended readers’ names and the working title. I also reviewed and learned how to include in-text references in MLA style to the secondary sources I quoted in the background of the study section of the introduction. After completing the introduction, I formulated the body of the report with appropriate headings and subheadings. In the body of the report, I explained the process of data collection, analyzed the trends in the result of the surveys associated with the problems stated in the report (the lack of continuous support for teaching assistants), and suggested possible solutions. I especially focused on describing how to ensure the suggested solutions be workable and cost-effective. For example, I suggested teaching assistants complete a survey prior to the one-on-one meeting with an instructor to summarize any concerns or questions to be discussed during the meeting. Finally, I wrote lists of conclusions and recommendations. Overall, I was able to learn how to analyze collected data, create appropriate visualizations, and write all core elements of the report in the process of drafting a formal report.

 

Peer Review Process

After writing the formal report draft, I was given an opportunity to read and review my partner’s (Alethea Kramer) work. In the process of reviewing Alethea’s draft, I was able to learn how to provide positive feedback with suggestions for improvement in the you-attitude. Since I also experienced a similar problem stated in her report in my previous workplace, a lack of spontaneous workplace interactions between team members due to the quick transition to remote-based work, I could read her report with a sympathetic attitude and provide positive feedback based on my previous experience. Furthermore, I could reflect on my writing from the writing strategies in her work. For example, she provided parenthetical definitions for important technical terms (synchronous and asynchronous) in the report for the intended audience. After learning how she used parenthetical definitions to explain complex technical definitions, I could also add a parenthetical definition for an important technical term (BC Freedom of Information and Protection of Privacy Act) in my report for readers. She also provided me with positive and informative suggestions for improvement such as rephrasing some sentences to improve the clarity of the meaning and increasing the size of the labels of visualizations. Overall, I was able to learn how to exchange positive feedback with a critical eye on writing in the peer review process.

 

Revision Process

After the peer review process, I was given a chance to revise and enhance my formal report draft based on feedback from my partner. My partner could provide me with crucial feedback that was helpful to improve my work. Based on her feedback, I could rephrase long sentences into two or more concise sentences and improve the clarity of some sentences. Furthermore, I could also increase the size of the labels of my visualizations in the report which were difficult to read. My partner also provided me with positive feedback on how I maintained a positive and you-attitude tone throughout the report and how I started the report with a clear and concise overview of the teaching assistantship program, followed by a well-documented research methodology and data collection process. Overall, I was able to learn how to review my partner’s work and provide positive feedback with the you-attitude. I could also learn how to improve my work based on the critical feedback from my partner in the peer review and revision process.

 

Enclosure:

Original First Draft: 301 Byung-Sun Park Formal Report Draft

Revised First Draft: 301 Byung-Sun Park Revised Formal Report Draft