Task: Before the formal report, students were tasked to introduce a problem, provide potential analysis research methods, and provide potential solutions. This proposal was then approved by Professor Erika Paterson.

To: Dr. Erika Paterson

From: Kelly Kim

Date: February 15th, 2022

Subject: Proposal to Enhance Visibility of Affordable Meals options for UBC students

Introduction:

As the effects of the pandemic wear off and classes resume back in person, students are faced to go back to the UBC campus and resume their activities. Every day, the primary question we ask ourselves is, “what are we going to eat today?” Students living on campus and attending in-person lectures are often faced to purchase their meals on campus. However, one problem students face is – are there affordable food options on campus? As students have a limited budget for food, it is quite difficult to find affordable options within walking distance that fit within the budget.

UBC campus itself is isolated from the rest of Vancouver, located 30 minutes from the heart of downtown. The geographical isolation mandates students to purchase their meals on retail options on campus, which oftentimes are higher in the price point and are limited in quantity as well. Unfortunately, the meal is affordable with good quality ingredients, students are faced with a long queue.

Audience Description:

The formal report will be pitched to the representatives of the AMS Student Life Committee the AMS Advocacy committee.

Statement of the problem:

Food prices also have grown almost by six percent last year. So how are students coping with the situation? Students must keep their monthly food spending within their budget while their grocery bills are higher. According to Ascenda, an estimate for food costs for students is around $300 to $700 per month. Whereas the average meal cost in Vancouver per meal per person is around $10- $15. It is rare to find a hearty full meal on campus below $10. As there are limited avenues to find the menu options and is extremely difficult to find affordable options on campus, centralized board can be great tool for UBC where price points and restaurant offering the menu is easily accessible.

Proposed Solution:

The first step of the solution is identifying the severity of the problem. What are the affordable options for students on campus? Is there a congregated source where students can easily access the list of food within their budget? Are students aware of these options? After the problem has been assessed, the next step is to create a solution by conducting research. What mode of method do students have to find affordable options on campus? If there are already a lot of affordable options, how can UBC communicate these options effectively to the students? If there is an updated centralized board where all on-campus menus and their price points are listed, students will benefit and not have to exceed their monthly food budget or travel outside of campus to eat.

Scope:

To assess the feasibility of the current, I plan to investigate:

• What are the current options for students on campus?
• What are students’ budgets for food for UBC students?
• How many times per week do they purchase food on campus?
• What media do students use to research for food?
• How satisfied are students with the options provided?
• Are students aware of the affordable options available within walking distance?
• Is there a list of centralized food menus offered on campus for students?

Methods:

The primary source of data will include surveys with the University of British Columbia students. Surveys will help identify the current budget and their current knowledge of food options on campus. It will also help to gauge interest for this project and if there is demand from students for this research to be completed.

The secondary sources of information on the topic will include research on price points and food availability on campus through the web using yelp and the UBC food webpage.

My Qualifications:

I am an undergraduate student at the University of British Columbia. Having experienced a limited food budget, and deeply relating to the topic at hand, I am one of the target populations that the research is seeking to question. I also have built great relationships with the undergraduate students on campus to ask for their opinion or interview when needed to minimize my personal bias to ask for a variety of feedback about the topic.

Furthermore, as I attend in-person lectures and come to campus every day, I am accessible to view restaurants’ and retailers’ offerings on campus.

Conclusion:

As food is a necessity and a fuel for growth for students, it is imperative that students have visibility to affordable options to help them focus more on their studies. By assessing the current state of student’s understandings of food prices in UBC and proposing a well-rounded solution, students will be able to easily pick their next menu.

Task: We were tasked to peer review each other’s work and gain insight through reading each other’s as well as through receiving direct feedback.

To: Leo Kim, Student ENGL 301 Technical Writing UBC
From: Kelly Kim, Student ENGL 301 Technical Writing UBC
Date: Feb 5, 2022
Subject: Review of Your Report Assignment 1:3 – “Kepler’s Laws Definition

Peer Review / Term: 

Thank you for your elaborate explanation of the term, “Kepler’s Law”. I have heard the term before but never fully understood the true meaning and the context behind this law; therefore, this was a great detailed introduction for me. Please see the review of the three definitions provided below and let me know if you have any questions.

Initial Impression: 

The documentation is well organized as per the assignment requirement, along with the works-cited section.

Organization:

• The introduction is succinct explaining why the three definitions have been presented, and to whom it was presented.
• The title of definitions is bolded and the different sections within the expanded definitions are italicized. At the beginning of the document, it lacks a title that shows that these definitions are for the “Kepler’s Law”. Adding the title will help us understand the subject of the paper right away.
• The expanded definitions expanded on the history, analysis of parts, comparison and contrast, and visuals.
• For a normal student audience, the visuals do need further explanations. For example, adding in the variables in the diagram, such as what S1 or S2 stands for, could be added to explain the diagram and why it’s important in explaining Kepler’s Law.
• Visuals also need to be cited with correct placement. Please refer to the textbook.

Language/Expression:

• In the introduction, the objective of the assignment is presented. The objective could be paraphrased to blend in better with the rest of the document. Furthermore, because the reading situation is short, it would also be good for the introduction and reading situation to be merged into one category as it both introduces what the paper will be about.
• To meet the grammatical consistency requirement, please correct the sentence to “Kepler’s laws of planetary motion is composed of three laws that make reference to elliptical trajectories and explain how planetary velocities vary.”

Content:

• For a parenthetical definition, we need a parenthesis statement after the term to clarify the meaning of the word by using parenthesis. In the parenthesis, we can add a familiar synonym.
• The sentence definition is written with great content! Please write numbers such as “3” as three.
• In the Analysis of parts, could we get an explanation of what foci mean? If the visuals explain the different parts in the analysis of parts, the placement of the visuals could be improved by placing them above what they are explaining. This method could improve both parts of the expanded definition.
• After the comparison and contrast where it explains the three sections of where Kepler’s law was corrected, could you include what ellipse and epicycles mean and what the difference between these two terms is? Moreover, what does the focal point of the elliptical orbit mean? For those who do not have a background in science, it could be better if these differences could be explained with a visual.

Visuals:

• Please describe in further detail what the description of Kepler’s law is explaining.
• Please also include where the visual reference is from.
• For Figure 3, what do “G”, “M”, and “m”, variables mean? What is the significance of this formula?

Clarity:

• There were a couple of occasions for more detail for the audience to fully understand what the different sections of the parts mean:
  • The history portion describes when the observation was found and when they were published. Why has since then have the law been notable? Why has it been accredited more than the other similar theories?
  • It states, “still Kepler’s laws are regarded as a masterpiece of astronomy,” Why is this so?

Highlights/Weaknesses:

• The breakdown of the three laws was great! This was a good technique as it provided a strong explanation of what the different laws are.
• The visuals are awesome too as it explains Kepler’s law in detail with images that texts cannot explain.
• The definition report should be reviewed again to correct some grammatical errors. There are areas for improvement. For example, in the analysis of parts, it should be corrected to, “be sure to follow the three separated laws”.

Works Cited List:

• The references should be in alphabetical order. Furthermore, by improving the analysis and content of the expanded definitions, more references can be added.

Concluding Comments:

Thank you for the awesome explanation about Kepler’s law. The following edits would make this a more wonderful definition:

• Further details on variables and what the Copernicus model is.
• Please correct citation for visuals and provide a detailed explanation about the formulas in the visuals.
• Grammatical errors should be reviewed.
• Reviewing Works Cited list

Please do not hesitate to ask questions.

Best,

Kelly Kim

Loe’s “Kepler’s Law” Definition

Power Distance

Introduction:

For the third week of unit one, we were assigned to explain a widely used professional term using three types of definitions – a parenthetical definition, a sentence definition, and an expanded definition. The objective of this assignment is to build effective communication by defining a term used in the professional setting as there can be many different interpretations and meanings.

Situation:

Power Distance is a widely used term in organizational behaviour studies. For the exercise, the situation will have two assumptions. First, the term is explained by a professor in commerce class. Secondly, the audience is business students who have never studied organizational behaviour. For clarity, power distance will be elaborated by the following three definitions:

1. Parenthetical Definition: It is defined by utilizing familiar synonyms or with clarifying phrases after the term.
2. Sentence definition: A more detailed definition by providing a broader class and distinguishing features of the term.
3. Expanded definition: For power distance, I will expand through expanding on its history, operating principal, visuals and examples.

Parenthetical Definition:

In a large power distance (accepting of unequal power distribution) society, parents teach children obedience, and employees are complaint to the hierarchical corporate system.

Sentence Definition:

Power distance refers to the extent to which less powerful members of organizations and institutions (including the family) accept and expect unequal power distributions.

Expanded Definition:

History:

In 1995, Hofstede defined power distance as “the extent to which the members of a society accept that power in institutions and organizations is distributed unequally”. The original theory was formed from Hofstede’s global survey on the values of IBM employees between 1967 to 1973. His original theory formed the introduction of cultural differences between people in the business context. He explained that in very high-power distance cultures, the lower-level person will defer to the higher-level person and feel relatively ok as it is the natural order. In lower power distance cultures, everyone expects to be listened to regardless of rank or background, and they will reject autocratic leaders.

How it is used:

Through globalization, it is important to understand the differences between cultures as businesses become more integrated into the global economy. When people are immersed in their own cultures, they often fail to see the patterns and habits that could affect business. Power distance helps us understand how to work with a large variety of people from different countries and cultural backgrounds.

Executive coaches use the theory to help understand the hardships for innovation in high power distance cultures. In these cultures, senior-level people and junior-level people lack communication; hence, the leaders believe they have nothing to improve upon, which leads to slower innovation in the corporate environment.

The differences in perception seem particularly relevant during international business collaborations. For example, Austria has a power distance index of approximately 11, while many Arab nations have indices around 80. With drastic differences in power distance index, employing Austrian business practices or management style in an Arab country may be counterproductive, or result in a degree of culture shock. Executives from a lower index country may open their doors for employees to come in with ideas, but if employees are from higher index countries, they may not knock on the open door.

Visuals & Examples: Which countries exhibit high vs. low power distance?

Figure 1: Which countries exhibit the smallest power distance and the largest power distance? (Source: Runaway Suitcase, A Six-Dimensional Model of Cultural Difference)

Figure 2: In high power distance societies, people will have to show respect and loyalty to people with higher ranks. (Source: Thailand and Italy Comparison, Hofstede’s cultural dimensions)

The primary example of countries with high power distance includes China and Saudi Arabia. They exhibit a characteristic where they believe everybody has a place, which needs no further justification. Particularly in Asian countries, the corporate culture is rooted in deeply held values in the larger culture, which makes it much tougher to shift from the status quo.  In comparison, in many of the western countries, such as the United States and Canada, people believe in equalization, distribution of power which lead them to demand change and justification for any inequalities.

Conclusion:

How does the knowledge about power distance apply to the betterment of corporate development in a globalized society? After accessing the power distance of the company or people’s culture, leaders need to put a plan to further the communication amongst employees and employers with different power distances. Moreover, it is imperative that leaders accept that changing historical and cultural roots take time, and it is a tough challenge. Lastly, they need to identify and engage the people leaders and ask for their support in changing their behaviour toward openness and realization of different cultures.

Works Cited

“Examples of Cultural Dimensions.” American Speech-Language-Hearing Association, American Speech-Language-Hearing Association, https://www.asha.org/practice-portal/professional-issues/cultural-competence/examples-of-cultural-dimensions/#:~:text=Power%20distance%20refers%20to%20the,power%2C%20but%20from%20the%20followers.

“Hofstede: The Six Dimensions of Cultural Difference [Overview + Graphic].” Runaway Suitcase, 17 Feb. 2020, https://www.reservations.com/blog/resources/power-distance-index/.

“In Asia, Power Gets in the Way.” Harvard Business Review, 23 July 2014, https://hbr.org/2012/04/in-asia-power-gets-in-the-way.

Kenton, Will. “What Is the Power Distance Index (PDI)?” Investopedia, Investopedia, 13 Sept. 2021, https://www.investopedia.com/terms/p/power-distance-index-pdi.asp.

“Power Distance – Thailand and Italy Comparison.” Google Sites, https://sites.google.com/site/earncynbud/hofstede-s-cultural-dimensions/power-distance.

 Introduction

For unit 3, we were tasked to finish conducting our survey results, work on the formal draft of the report, and collaborate with our team members once again to review each other’s reports.

Formal Draft Report

As we approach the last few weeks of the technical writing course, unit 3 was the unit where we were applying all the learnings we have aggregated throughout the course.

I first started with engaging peers to complete the survey I had drafted. I had to ask a lot of friends and even their peers to retrieve enough samples to start the investigation. Because a lot of BCS students had friends who were taking this course, it was difficult to ask as many of them had completed them recently as well. To gain a further understanding of the numbers, I also wanted to conduct an interview to gain more perspective about the data. Therefore, I decided to conduct an additional interview after the survey was complete. Unfortunately, I first had difficulty asking for time from my friends for an interview as most students were busy with midterms. After asking my friend for her time, I was able to get her consent to finish the interview portion of the research.

After I retrieved all the information, I first started by analyzing the understanding the responses. I wanted to make sure that my viewpoint did not interfere in the analysis portion of the research therefore, I focused on looking at the empirical numbers so to objectify the responses. After my analysis of the data was done, I visualized it using excel and started to research some of the questions I had while researching to understand if there were any scholarly journals or articles that I could reference to enhance my understanding of affordable food visibility and affordability of UBC. Through secondary research, I was able to strengthen my arguments and provide a better solution.

Because the report not a short writing, I kept another document where I had the overall outline with the sub-headers and added bullet points beneath to organize my thoughts. Then, I proceeded to write the draft of the report. As I had a lot of assignments in the same week, I was not satisfied with how the draft turned out. Therefore, I plan to make a lot of revisions to the final report.

Peer Review Process

For the peer-review process, I was a bit anxious with Jake reviewing my work as I was unsatisfied with the draft I had written. There were grammatical errors that I knew I needed to improve on and wanted to strengthen my arguments as well. Surprisingly, Jake gave me a positive review of the current draft and also provided me with great suggestions such as removing negatives and adding sections correctly. Just as I did during the past peer review sessions, I learned greatly from this process.

Furthermore, when I was reviewing Jake’s paper, I found out that I could analyze my survey results more and make more figures to support my paper. I learned a lot about current technical students’ hiring process in labs and the current state of shortage as well. Jake also supported his arguments well with his data and I saw the need to incorporate his strengths for my final draft.

Conclusion

Unit 3 was the most challenging task so far. At first, I was confused about where I would start with the analysis and had trouble organizing my thoughts as there were too many data points. I have learned a lot during the peer-reviewing process and am excited to incorporate all the learnings in the final draft of the report.

Introduction

Unit 2:2 consisted of the beginning of developing the Formal Report, the survey, the formal report outline, as well as an additional project on LinkedIn. This project helped me develop my writing skills as well as furthered my understanding of different functions of LinkedIn.

LinkedIn

For Assignment 2:2, we were tasked to write a blog post for our group on the best practice of using LinkedIn. As a business major and currently looking for a coop opportunity in computer science, I found this task to be extremely relevant for my stage of life. Due to the lasting effects of the pandemic, and as a lot of the roles for software development are remote, the main mode of professional communication is LinkedIn; therefore, I have gained so much applicable insights that I could utilize personally. From the research, I found many tips such as the importance of comments, adding in marketing posts, and how to write a better profile overall. Before this task, I did not associate LinkedIn with a form of social media where I should consider engagements – it was a mere resume. This assignment was a realization that this was a form of social media like Facebook but just more professional. It also helped me realize that LinkedIn was much more personal than I originally depicted. Moreover, I was able to learn how to increase engagement, which could help increase my spectrum of a professional network. I am happy to have researched and learned about LinkedIn.

Drafting report proposal and outline reflection

When I started brainstorming the formal report proposal, I was sitting at UBC nest. As I read the outline required for the formal proposal, I reflected on topics that I was passionate about. Firstly, I am a foodie. Secondly, I am a student with a budget for monthly spending and food. These two components helped to choose the topic with ease as it was an issue that I was passionate about. As it was a daily task pondering what I should eat on campus within a tight budget, I knew that I should draft the formal report proposal about this topic. As a computer science student, I am also thinking about capabilities that the school can develop to help students’ lives. Therefore, I thought about researching the problem and devising a solution where UBC could develop a centralized system that offers all the menu items within different price points. Although I did make a critical mistake in not including the intended audience for the report, I was happy to have written a proposal that taps into my current passions.

After the topic was decided, drafting the outline and the survey was a smooth process as I had thought about this issue previously. I wanted to capture current student’s budget situation and reflect the hardships in the proposal. For methodology, I knew that survey was a great tool to understand current student’s situations without bias. The survey questions were drafted with details that satisfied my personal curiosity for the topic and details that were needed in developing a solution. The outline also helped me reorganize my thoughts and helped me devise an action plan for the following weeks.

Reflection on Ben’s Peer Review for my proposal:

Through the peer review process, and the instructor feedback, I found out that I missed a rather huge portion of my project. I have not added in the Audience Description. When I was adding the audience description, I also noticed that the proposal could be improved by considering components about what the end audience would desire to read and be curious about. After correcting, I was able to add more details that I needed to include. For example, I tried to consider, “why would they care about this research?” and tried to incorporate more details concerning the lack of visibility of affordable options and how it contrasts from their budget to help the end audience understand the gravity of the problem.

What I learned about reviewing the team’s forum

The peer-review process was a great learning experience. I saw that Ben had multiple solutions to his proposal to improve the quality of accessibility of financial literacy resources available to UBC students. As I only brainstormed, one concrete solution, I wanted to add other solutions for the problem to improve the quality of the report. By reading Ben’s report, I also saw his intended audience which helped me develop my intended audience as well. It was overall a great learning opportunity and a period of self-reflection as well.

Revised: Formal Proposal

Revised: Formal Outline

Peer Review Formal Proposal 

Writing Process:

For the third week of the technical writing lesson, we were tasked to write three definitions for a complex term used in our professional lives. Furthermore, we were given a scenario to explain the term to an audience who had no prior knowledge of the term. During my professional experience, there were only a handful of times when I had to explain a complex term to an audience who had no background knowledge as I was usually situated in an environment where we all shared common interests. The three definitions exercise was an eye-opening moment where I suddenly understood the hardships of professors explaining advanced knowledge to their students. The term I chose was “power distance”. A term widely used in organizational behaviour courses to understand complexities in conducting business between different cultures and countries.

After having chosen the term, I had to conduct extensive research to fully communicate the complexities of the term using the three definitions – a parenthetical definition, a sentence definition, and an expanded definition. While writing the three definitions of “power distance”, I quickly came to realize the advantages and disadvantages. First and foremost, the parenthetical definition was the most succinct form of definition capped in parenthesis; however, it offered limited information to the readers, and I was almost certain that most individuals would have had to guess what the term meant with this form of definition. The sentence definition, in contrast, offered a more detailed and broader definition of the term but it did not capture important details of the term such as its history, its value, and its application. The most extensive form of definition, the sentence definition indeed was the most descriptive with all the details that the sentence form and parenthetical forms lack; however, as it is quite long with information, the readers could possibly quickly lose interest in the subject. Personally, I felt that the expanded definition was most suitable for the scenario that we were situated in. As the definitions were for an audience without any knowledge of the term, it is best suited in solving any questions by explaining the term in detail with even illustrations.

Peer Reviewing Process:

After writing the chosen the definitions for the chosen term, we were tasked to partner with one of the members of our group to edit their work. I worked with Leo and had an opportunity to read his explanation of Kepler’s Law of Planetary. During the process, I felt I was perfect as the audience for reviewing his definitions as I never had encountered this term before. I was the target audience his writing was intended for. My lack of knowledge of the term helped the editing process as I had encountered a few questions while I was reading the definitions. For example, while I was learning about the three laws that Kepler had presented, I realized that I did not understand mathematical variables such as G, his diagrams had. Therefore, I was able to suggest areas of improvement he could implement to perfect his definitions. While editing Leo’s definitions, I became aware of how helpful visuals are in understanding terms as Leo’s visuals definitely helped me realize the importance of abundance in images. The peer-reviewing process helped me gain insight into the strengths of Leo’s work, which helped me in transferring his strength to my own work.

Revision Step:

After reviewing Leo’s work, I have had an opportunity to receive feedback as well. I was always aware of the importance of reviewing each other’s work, but this exercise was another reminder that different views and perspectives and receiving feedback from them are imperative steps in improving one’s writing skills. One of the memorable points that Leo mentioned was that the situation could be better explained in the beginning to set the scene. I did not realize when submitting prior, but I noticed after Leo’s feedback how vague my introduction was. I was shocked that I have missed this flaw even though I had reviewed my work several times. Additionally, Leo pointed out that the explanations could be improved with more visuals and better formatting which I also wholeheartedly agreed with. It was awesome that Leo was able to point out a few weaknesses as I would not have realized them without his input.

Final Thoughts:

In conclusion, I had several takeaways after completing the first lesson. First of all, it helped me realize the importance of eliminating industry jargon when writing for an audience without background knowledge. I also reflected on how thankful we should be when professors help us understand complex professional terms in lectures. Lastly, this exercise was another reminder of the importance of a second eye when proofreading writings. I look forward to working with the team for the rest of the term to gain more knowledge from them and learn from my mistakes.

Peer Review by Leo

Revised Definition of Power Distance

Invitation Email to Ben Maxfield

To: Ben Maxfield

From: Kelly Kim

Subject: Re: ENGL 301 Writing Team Invitation

Dear Ben,

I hope this invitation finds you well. I would like to extend an invite to join our team for the ENGL 301 Writing Team.

After reading your Biography and Application Letter posted on your English Blog, I found it interesting that we had similar interests and share the desire to make products by pursuing the Second-Degree Computer Science Program. I believe that our combined professional experience in finance will help us pursue this technical writing course successfully.

Kindly accept this invitation and please let me know if you have any further questions.

Best,

Kelly Kim

ENGL301 Student

Invitation Email to Jake Moh

To: Jake Moh

From: Kelly Kim

Subject: Re: ENGL 301 Writing Team Invitation

Dear Jake,

I hope this invitation finds you well. I would like to extend an invite to join our team for the ENGL 301 Writing Team.

After reading your Biography and Application Letter posted on your English Blog, I found it interesting that we both studied at the University of Toronto and decided to pursue a computer science degree post the first undergraduate degree. As I am looking to join the coop program for the companies you have worked at, I would love to hear more about your experiences while we work together.

As I have worked in the banking industry for about four years, I believe our combined professional experience help us pursue this technical writing course flawlessly.

Kindly accept this invitation and please let me know if you have any further questions.

Best,

Kelly Kim

ENGL301 Student

Invitation Email to Leo Kim

To: Leo Kim

From: Kelly Kim

Subject: Re: ENGL 301 Writing Team Invitation

Dear Leo,

I hope this invitation finds you well. I would like to extend an invite to join our team for the ENGL 301 Writing Team.

After reading your Biography and Application Letter posted on your English Blog, I found it interesting that we are both from South Korea! I would love to hear more about your professional experience working in Korea.

As I have worked in the Canadian banking industry for about four years, I believe our combined professional banking experience in both Korea and Canada could help us pursue this technical writing course flawlessly by adding creativity which could come from diverse experiences.

Kindly accept this invitation and please let me know if you have any further questions.

Best,

Kelly Kim

ENGL301 Student

EMAIL MEMORANDUM

To: Erika Paterson, ENGL 301 Instructor

From: Kelly Kim, ENGL 301 Student

Date: Jan 19, 2022

Subject: Summary of Letter of Application

Kindly see the attached word document which is a letter of application. I have also posted the attached to my personal blog under “Blogs”.

The attached document includes:

• Interest in the position
• Professional and academic background
• Strength and weakness and a candidate
• Examples to support arguments
• Email address for further communication

Please let me know if you have any questions. Thank you.

Enclosure: A Letter of Application

301 Kelly Kim Application letter

4321 Happy Avenue.

Toronto, ON M4Y3G5

January 19, 2022

Bradley Cooper, Team Lead

301 Technical Writing Class

1234 Abcd St.

Vancouver, BC

Subject: Professional Writing Team Member with Your Class

Dear Bradley Cooper,

Have you always sought a teammate who is studious, hard-working, communicative, but also funny? If so, please consider my credentials. As a Second-Degree Bachelor of Computer Science Student at the University of British Columbia, and a Business Insight Analyst at Toronto Dominion Bank, I believe I am characterized with conscientiousness, extraversion and agreeableness. Furthermore, as I have been recognized with high distinction during my previous degree in finance at Rotman Commerce, University of Toronto, I have a proven record to be a strong candidate for the role.

During my first undergraduate degree, I was always tasked with developing market research reports, pitch materials, and business reports. Furthermore, my current role involves analyzing data and informing internal business partners of the finding through reports or presentations. As my current role entails the application of technical writing daily, I have the writing skillsets suitable to achieve academic success. Moreover, I am aware of the urgency in meeting deadlines and the importance of communication in teamwork through working with various internal and external business partners.

As English is my second language, I do make grammatical mistakes. I will proofread my deliverables multiple times to avoid them. Kindly consider my application if you are seeking a studious professional with a positive personality. I hope that our teamwork during this course could lead to a lasting friendship.

If you have any questions, please do not hesitate to reach out. Please email me at kk030@student.ubc.ca.

Sincerely,

Kelly Kim

301 Kelly Kim Application letter