UBC ENGL 301 99C

In Unit 3, we were tasked with writing our first formal report draft and a peer review of a fellow group member’s formal report draft. This unit was intended for us students to continue practicing our writing strategies and professional editing through our formal report draft and peer reviews. We also furthered our professional writing by writing an email memo to Evan Crisp, a fellow student who needed our help to adopt the “You-Attitude” into his professional email writing. This would help us in our final formal report that will be finished by the end of the course.

Email Memo to Evan Crisp

For assignment 3.1, we were assigned to write a list to our classmate Evan Crisp on how to use the “You Attitude” when writing professional emails to a professor about joining a full class. We were tasked to create a list of what to do that might help Evan, such as avoiding the use of imperative verbs and language and using a more professional tone and a more structured email. After writing this email for Evan, it taught me about the use of the “You Attitude” as well. Reviewing the “You Attitude” handout and reading over the textbook, I am now conscious of the “You Attitude” in my email writing. I will use this knowledge in future professional writing.

Formal Report Draft

For assignment 3.2, we were assigned to upload our first formal report draft. The draft needed to include a working title page and title, table of contents, introduction, body, and conclusion. The draft also required at least two illustrations we plan to use for the final formal report and any other sources used in the report. This process was meant to help us analyze our data and continue our progress for our formal report. First, I finished the last bits of my survey, which included 33 participants. This participant pool was smaller than I had hoped, but because the survey was voluntary, I was not expecting to have a number past the 100s. The hardest part of this formal report draft was turning the data into graphs and tables that could be easily understood by whoever will be reading the final report. I started working from the title down to the conclusion and list of recommendations in order. I managed to find feasible solutions to the Cactus Club Cafe wait times with the help of the surveys that I distributed, and implementing an online system would be most beneficial to customers and employees. This assignment allowed me to focus on analyzing my data, creating visuals for the data, and writing general ideas of what I want to include in my final formal report.

Peer Review Process

For assignment 3.3, we were assigned to write a peer review for a group member. I had the honour of writing a review for Cheka. I provided constructive and positive criticism to help improve their formal report. Cheka’s report on “How to Better Support Note-Takers to Improve Learning Experience for Students at UBC” was well written and had good organization. I could only provide grammatical support and feedback about the sample size of their survey. We both had the same input for each other’s report, which made it easier to understand the feedback provided. Reading Cheka’s formal report draft also gave me some ideas about reorganizing my formal report to improve it. For example, the placement of Cheka’s data visuals is neatly organized at the top of each page for the data section. Cheka then labels each illustration underneath, starts explaining the data, and continues this for all of the illustrations. I found this to be visually appealing and easier to understand the data presented, so I will bring this back to my formal report. Cheka also provided me with positive criticism that I will be using in my final draft. This assignment allowed me to look at a new writing perspective and give positive feedback to a classmate.

Attached: ENG 301 Carman Chu Formal Report Draft

Writing the first draft of the Technical definition

In unit 1.3, we were asked to write a technical definition of a complex term familiar to our field of study but may have yet to be known to those outside the discipline. The assignment was to write 3 different definitions for this term, parenthetical, sentence and expanded. We were told to give 4 different versions of an expanded definition. This is my first time writing a definition like this, so this was all very new and challenging. My complex term was “Classical Conditioning.” Having to write a non-technical definition for this term so that anyone would be able to understand it was the most challenging part because I had to use terms that people outside of psychology would understand. I learned many different definitions; in this case, I learned to write 3. The most exciting thing to me was the expanded definition. There are many kinds of expanded definitions. I used analysis of parts, operating principles, examples, and visuals. Analysis of parts lists all the other factors that are part of the definition. For classical conditioning, this was the unconditioned and conditioned stimulus and the unconditioned and conditioned response. Operating principles explain how the definition works. Examples and visuals are, as they are stated, examples of the definition and visuals. For visuals, I posted a diagram of how classical conditioning works. Analysis of parts and operating principles would be best to explain my definition because it is a theory used to show the process of creating a neural behaviour from a subject. I learned a lot about how to write definitions, and I was able to learn and focus on providing a non-technical definition for complex terms like classical conditioning.

Peer Review Process

For the peer review process, we read our team member’s definition drafts and gave and received constructive criticism. I was honoured to review Alethea Kramer’s work; she checked mine. By examining each other’s work, I could integrate aspects of her definition that worked well in this assignment into my own work. In Alethea’s definition of “panopticonism,” she used widespread phrases that made it easier for those unfamiliar with media studies to understand. Alethea commented on the jargon of my definition, and I was able to fix that and use her constructive feedback in my own work. Another critique that was given to me was to remove unnecessary words that appeared in my writing, which is something that I struggle with in my writing. This was helpful because I am usually unaware I am doing so, so my peer reminded me to fix this problem; I need to be more attentive. I also had to give Alethea feedback on her definition, which was a challenging task for me to do. One thing that I try to avoid is being mean to anyone. This peer review process taught me to be constructive and straightforward but also still in a professional and kind tone. I wanted Alethea to feel that I was not judging her and her work but only there to help her better her definition. The peer review process was precious to my writing and professional reviewing of others’ work.

Revision Process

After reading the peer review of my work, I went back and read over my work and corrected the mistakes in my writing. I was given constructive feedback that came from someone who was outside of my discipline. My team members were very professional and straightforward with their feedback, allowing me to better my definition. One of the significant problems in my writing was that I needed to be more technical and remove unnecessary words or phrases that weren’t supplemental to the definition. The peer review encouraged me to narrow down my writing and reminded me to be more precise and stop using excess words that may not add to my work. I also changed my tone to a less passive voice and narrowed down some imprecise language to make it more specific, like changing “it can be” to “it is.” This assignment has helped me improve my technical writing, and I am excited to see what else I can do in this course’s future.

Links to Assignments:

Revised Definition:  https://blogs.ubc.ca/engl30199c2022w2/2023/02/16/assignment-1-3-revised-definition-of-classical-conditioning/

Peer’s Review: https://blogs.ubc.ca/engl30199c2022w2/2023/02/13/assignment-1-3-peer-review-for-carmans-definitions/

My Peer Review: https://blogs.ubc.ca/engl30199c2022w2/2023/02/13/assignment-1-3-peer-review-of-aletheas-definition/

To: cheka@student.ubc.ca

From: carmancchu@gmail.com

Subject: ENGL 301 Writing Team Invitation

Date: Feb 1, 2023 2:00PM

Dear Cheka,

My name is Carman Chu and I am writing to you to extend an invitation to form a professional writing team together. I am a 4th year Psychology major which is also in the Arts. After reviewing your application, I believe that our similar backgrounds in English and Asian Studies will work perfectly together. As for your professional background, again, the similarity between both of our professional backgrounds will allow us to help each other grow as professional writers in the same field.

To: Erika Paterson, English 301 Instructor

From: Carman Chu, English 301 Student

Date: Jan 25, 2023

Subject: Summary of Letter of Application

As instructed on lesson 1:2, I have now posted my letter of application on my student blog to express my interest in finding a professional writing team. Below is a brief summary of what is included in my letter.

The letter is structure into 3 major parts:

• An introduction to express my interest of finding a professional writing team
• A summary of my professional and academic background and skills
• My philosophical approach of my working habits

I have attached my letter of application at the end of this email memo. If you have any questions, concerns or require more information, please reach me at carmancchu@gmail.com.

Encl: 301 Carman Chu Application Letter

2780 Coleridge Ave

Vancouver, BC V5S3A3

Jan 25, 2023

English 301 Students

University of British Columbia

2329 West Mall

Vancouver, BC V6T 1Z4

Subject: Professional Writing Team

Dear Classmates of English 301,

I am writing to all of you, my fellow classmates, because I am interested in applying for a professional writing group for this technical writing class this semester.

As an arts psychology major, I believe that I have developed as a professional writer in the research field. I also have a history in many of the other arts, such as english, asian studies, and history. With my academic background, I have gained lots of experience with writing research papers as well as creative writing.

I have had an extensive background in customer service work. I started as a barista at a cafe at the age of 16 and continued on for over 5 years. I have now started a new customer service job working in the pharmacy, so I have experience with talking to people of all types. Over the past 7 years of working in the customer service industry, I’ve established a strong sense of clear communication skills with others. I’ve also developed advanced people skills and attentiveness. I’m also great with time management, detail orientation and believe in working well with others, especially as a team. There is no doubt that I would effectively accommodate my fellow teammates. I do however, lack in keeping on topic. I am easily distracted and tend to go off track when writing and talking, which may sometimes happen when working on tasks. 

My philosophy is to take your time when doing work, to avoid mistakes and allow room to absorb material. This kind of philosophy is circulated around perfectionism. Although I may seem serious, I am quite calm and collected. I am a people pleaser and just want everyone that I encounter to be happy. 

Thank you for your time and consideration, I hope to hear from you all soon. If you have any questions please reach me at carmancchu@gmail.com. 

Sincerely,

Carman Chu

Encl: 301 Carman Chu Application Letter