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As a final blog entry, my hope is to conclude a tremendous semester as a Technical Writing student. I will discuss strengths and weaknesses related to my learning experience and assignments. I will then demonstrate how I plan to apply new technical writing strategies and knowledge to educational experiences and future career.

Strengths and Weaknesses

As I reflect on a challenging semester, it becomes very clear to me that the required tasks proved difficult at times though attainable with the appropriate determination and goal-oriented mindset. It was helpful to remain calm and I am grateful to have had a team that constantly provided positive reinforcement. There were various assignments required for this course and being able to discuss any confusion on the class chatroom was ideal. I believe a strength of mine was providing peer feedback and paying close attention to detail whilst peer editing. This was a task I felt comfortable with, and I enjoyed the fact that it helped me improve my work, too. Blog reflections have also allowed me to further investigate where improvements are needed, it has been enjoyable and empowering to see an enhancement of capabilities. Weaknesses would include being overly wordy and having difficulty avoiding unnecessary pronouns. Another weakness derives from a lack of experience navigating blog spaces. I do hope that I have overcome most of my weaknesses. Overall, I am pleased with my improvement in writing technically.

Future Goals

Going forward, as one chapter closes, another opens. In September, I will be commencing my last year as a university student. As this transition occurs, I welcome it and trust that albeit not easy, it is manageable, and it seems this course has generated added confidence to pursue my goals. Dr. Paterson and my peers have taught me a lot this semester and I sincerely thank them all for sharing their wisdom and knowledge with me. The knowledge gained from this course is transferrable and has improved my professional writing tone. I am excited to continue using my new skills in both an educational and career environment.

Unit four of this intensive writing course included a final assignment to develop a web folio to present some of this semester’s best work. I found this to be an effective way to review all my hard work.

Reflection

This unit generally highlighted a drastic transformation in my writing style from the start of the semester compared to the end. It has become evident that my writing technique has improved. It is very satisfying to see hard work pay off. I now understand the purpose of numerous different assignments as they hone in on personal writing difficulties. ENGL 301 has equipped me with the necessary strategies to apply certain writing tones, intents of the writing piece and awareness of audiences.

Web Folio Creation

Practicing as a dental hygienist, I seldom had the opportunity to enhance my computer skills aside from dental software and rarely communicated inter-professionally by email. With aspirations for an academic career, it is undoubtedly essential to have technical writing abilities. The creation of this web folio challenged my computer skills as well as distribution of information methods. It is critical for all online platforms to be user friendly as one cannot determine who might visit a web folio. Although the professional world is evolving to paperless communication, some are still learning which makes it imperative to be mindful of all.

Research and Organizational Process on Producing Formal Report Draft:

The Formal Report is comprised of various tasks required to present necessary information on the presented topic. When this assignment was first introduced, it became evident that it would involve a cumulative effort and served as a good reminder that patience is a virtue. This is not an assignment anyone should dream of formulating in a hurry. This assignment was an excellent source to investigate and present an idea or proposition that might have been of interest to students prior to starting this course. If that was not the case, perhaps it allowed for critical thinking and mindfulness to seek genuine interest in learning more about a specific topic within a relative area.

Unit #3 placed significant focus on building segments for a Formal Report. It has taught me what is necessary to professionally present ideas. My Formal Report was built on primary data which was gathered via online surveys and secondary data from internet databases. The Formal Report suggests increasing oral health care education for UBC medical students. This is a very specific topic geared to the UBC Faculty of Medicine. This assignment challenged me to think ahead and recognize upcoming challenges. Although at times, it might have been slightly overwhelming, I was reminded by myself and my fellow peers to take it one step at a time. Once the primary data was gathered, and the secondary data was interpreted, it was time to compile the information into one document and submit a draft for peer review. The research was used to support the suggestions being made in the Formal Report. Organizing the information and strengthening the ideas with prior knowledge was a very interesting and enjoyable experience.

Unit #3 has provided an excellent opportunity to use what was learned from this course and apply it to a big assignment. These skills will inevitably be used interchangeably. It is uplifting to know that technical writing abilities will improve for many students who will successfully complete this course.

The Peer Review Process:

Unit #3 offered the time to carefully review peers Formal Report Drafts. At this point in the course, it was not surprising to know this requirement was going increase effectiveness in paying close attention to detail. Peer reviewing facilitates implementation of ameliorations. It provides additional opportunities to reread work prior to submission. It is an excellent reminder of using the YOU-attitude and being mindful that readers are likely busy. It creates opportunity to foster different approaches in providing constructive criticism, then applying it to assignments. The peer review process allows students to learn from mistakes and avoid using unnecessary pronouns.

Writing Goals and Achievements:

Looking back on the last three units helps the encouragement flow. Reflecting on the various assignments serves as an excellent reminder of students persistently learning from peers and being guided by professors. The courage has been accumulating to continue the learning journey.

Copy of first draft Formal Report:
301, Gabriella Meroli Assad, Formal Report Draft

Original Writing:

Unit #1 was an excellent Segway into the greater depth of technical writing offered in the second unit of this university course. Unit #2 consisted of various assignments which improved technical writing skills and encouraged practicing to gather information from multiple hubs. My scope of knowledge has expanded from the intricacies involved in this unit. Navigating different technological platforms is a beneficial and transferrable skill to acquire. This unit has presented a valuable introduction to Formal Reports and Proposal Writing. It has been made evident that the work involved in a Formal Report is typically completed over a sequence of time. It is essential to ensure that adequate time is allotted to successfully create a Formal Report. Precisely listing goals and tasks to present a professional and detailed Formal Report is crucial. I believe one of the most integral elements to a successful Formal Report is maintaining a strict writing schedule and embodying self-determination throughout the duration of the assignment.

Unit #2 provided the tools to think critically about the research process and to determine whether a topic is realistic and measurable which are key components to starting a Formal Report.

With social media becoming substantially more widely used by the day, the LinkedIn Assignment proved suitable to learn the importance of day-to-day networking. Like many other daily regimens that can become natural instincts, this assignment served as a great reminder to maintain professional profiles.

The Peer Review Process:

By carefully reviewing my peer’s Formal Report, much like Unit #1 revealed, all areas needing improvement were made very clear. Using a checklist during this assignment was helpful. Because this is the second time providing peer review in English 301, I felt better equipped to share professional and constructive feedback with my fellow classmate. Once again, I thoroughly enjoyed this exercise. Peer reviewing has allowed me to view my writing with a different lens. I am now able to analyze my own work by thinking critically and reviewing it the same way I do for my peers. The Formal Report Proposal that I reviewed was outstanding and clearly stated the realistic and measurable goals.  It has been very impressive to read my peers ideas, I have no doubt they will produce exceptional Formal Reports.

Writing Goals:

I hope to see continual improvements in my peers’ work, as we continue to learn from each other. If everything goes according to plan, we should pursue our technical writing goals, together. Unit #2 will advance our skills to successfully accomplish Unit #3, and so on and so forth.

Revised Formal Report:
301, Gabriella Meroli Assad, Formal Report Proposal

Peer Review of Formal Report by Miranda Hoang:
Peer Review of Research Proposal – English 301 98A Technical Writing (ubc.ca)

This reflection blog will underpin my prior knowledge, the peer review process and my future, short term goals based on the recent experience with Assignment 1:3 on Three Definitions and Unit #1 of ENGL 301 as it comes to a close.

Original Writing:
Unit #1 of ENGL 301 consisted of various mini assignments that have contributed to an improved professional and technical writing style. The most recent assignment involved formulating three definitions of the same term: a parenthetical definition, a sentence definition, and an expanded definition. The objective was to learn how to define a relatively complex term to an audience of ‘non-technical readers’. Expansion strategies and visuals were presented to facilitate literacy of the chosen term, Dental Amalgams. The reason why this term was selected is because as an oral health professional, I believe it is beneficial for everyone to learn about dental fillings, considering a vast majority of people have them or will eventually need them. Otherwise this can be useful, educational information to prevent dental fillings, including dental amalgams. Because a variation of dental filling materials exist, I believe it is suitable to distinguish between the two most used in Canadian dental practice. Oral health is directly correlated to overall health and I am passionate about this topic. If you have any questions, please do not hesitate to comment on this post.

This specific assignment required thorough reference to the textbook however simplifying the term in three separate definitions was somewhat natural for me as I often find myself presenting information in laymen terms to increase patient understanding. This exercise allowed me to harness comprehensive proficiency of the three variations of defining a term. As I write this, I am reminded by how the reflection process in an asset. It propels an overview of the course material and this is an extraordinary method to cultivate a profound theory to continue learning in this course.

The Peer Review Process:
This component involved sharing insightful and constructive recommendations with a peer, based on their Three Definitions Assignment. Although using the Peer Review Handout (301-Peer-Review) was helpful among other resources, I created a personalized peer review structure. The peer review process played an instrumental role in my learning for unit #1 and allowed me to highlight areas that my peer could benefit from by making small amendments. It is critical to remember that we are all applying our best efforts to these assignments thus it is always appropriate to make recommendations cautiously and respectively. As I carefully synthesized my peer’s assignment, I recognized where my definitions could use revisions. This process was incredibly valuable as it requires critical thinking and therefore allows for the opportunity to attain a deeper understanding of the importance of writing. I hope to have defined complex terms for varied audiences in a sophisticated, yet simplified manner.

The Editing Process:
Upon receiving an encouraging peer review and after taking the time to carefully consider making certain changes, I then posted the revised version on the original team blog page, a link is included below. The first unit of this course has equipped me with the necessary knowledge to convey formality and present content that is specific, unambiguous and accurate. It is best to use an active rather than a passive voice and to remember that readers are almost always busy. Therefore, to maintain interest and concentration, information must be presented in a concise fashion.

Writing Goals:
Moving forward, I am hopeful to excel my technical writing abilities and perpetually learn from each other on an open-minded, positive and interactive learning platform. Assignment 1:3 and the peer review process has made it evident that learning can originate from within, from our guiding Professors and from our outstanding peers. Thank you for allowing me to learn from you and hopefully you can learn from me also.

Edited definition on Dental Amalgams:
https://blogs.ubc.ca/engl301-98a-2021sa/2021/06/09/revised-definition-dental-amalgams-by-gabriella/

My peer’s review of the definition:
https://blogs.ubc.ca/engl301-98a-2021sa/2021/06/04/peer-review-for-gabriellas-assignment-3-dental-amalgam/