BUILDING UP PROPOSAL AND  NETWORK

This unit started with writing a formal report proposal, a new experience for me. Finding a topic that is both plausible and informative was quite time-consuming, but writing the proposal was even more challenging as it required some in-depth research on math anxiety, visual notes, learning behaviour and more. From this research, my tutoring experience, and consultation with the MATH 1150 instructor, I listed down all possible limitations, and used them to narrow down the topic.
My proposal started off a bit shaky: I didn’t specify my intended reader and the content of my proposal was too general. Fortunately, the instructor’s feedback and peer review helped highlighting my proposal’s weaknesses. While giving feedback for my teammate’s proposal, I also taught myself on how to fix similar mistakes I had committed. In addition, my teammate gave me excellent suggestions to improve my proposal’s introduction, and grammatical guidelines on eliminating ambiguity in my sentences.
The second half of this unit focused on networking. Prior to this course, I had created a LinkedIn profile but left it unattended. Writing a memo on best practices of LinkedIn let me learn about how to operate LinkedIn, and its importance as networking device in modern world. I had the opportunity to apply this new founding right away on the next assignment. While doing peer review on my teammate’s LinkedIn, I realized how inexperienced I am, and it motivated me to do better in the future.
At the end of the day, the assignments and peer reviews in this unit have helped me to learn to write proposal and formal report outline, as well as the importance of networking and how to build up my LinkedIn profile.

Link to peer review for formal report proposal: Robert Trigo formal report proposal peer review

Revised formal report proposal: ENGL 301 – Lani Diana formal report proposal revised

STARTING UP

Personally, I find lesson 1:3’s assignment very useful because it provides me with new knowledge of types of definitions, and gives me the opportunity to learn the term I am usually familiar with in different perspectives, depending on the audiences. In addition, I had the chance to learn new vocabulary, as well as receiving feedback on improving my writing techniques using other people’s feedback.

As a proud mathematics student, I decided to go with the term Calculus, which was also the first math course I took in university. Aside from the theories I am already familiar with, through this assignment I had the opportunity to learn more things about Calculus, such as its historical background, and some minor details that are usually not taught in class. I also had the opportunity to have a little experiment in arranging the explanation’s structure, which is something impossible to do when tutoring.

The most fun part comes in the peer review process; constructive writing critiques allows me to help my teammates with their paper, and helps me reflecting on my own mistake. Using others’ work as reference, I can find my weaknesses more easily and learn several solutions on fixing them. My teammates’ feedback helped pointing out some mistakes that I couldn’t catch, even in the peer review process. They even went as far as providing excellent suggestions on how to sharpen my writing style and make it more reader-friendly. In addition to my writing technique, they pointed out a major issue I did not address properly: the audience. In my initial paper, I had forgotten that each country has their own curriculum and addressed my audience using my country’s education curriculum as the standard without addressing it properly, which may have caused confusion.

Overall, unit one has given me a great start and I am excited to learn more in the next three months.

Below is enclosed the revised version of my description of the term: Calculus and peer review for my fellow teammates.

Michael Robinson peer review
Brooke Bowles peer review
ENGL 301-Lani Diana-Assignment 1-3 definitions revised