My experience with the assignments in ENGL 301 varied, as some required more learning than others. I have taken multiple university writing courses, including those at UBC Okanagan and Douglas College. Despite my extensive experience, I had trouble establishing the right tone (mainly when I write about something I am passionate about), avoiding “you” pronouns, and avoiding imperative verbs. My formal report’s feedback also highlighted my other significant issues, time management and attention to detail. Minor errors can occur but are easily avoidable if a piece of writing is peer-reviewed and not rushed.

After realizing my errors on smaller assignments, I made some small habitual changes. The changes made include reviewing feedback more often, giving myself more time to understand and work on the assignment, and reading more textbook content to further my learning.

Ultimately, my skills and strengths as a student support my goals outside of post-secondary in various ways. My professional writing skills are used almost every day in emails, texts, reports, memos, and more. Currently, I volunteer and work in managerial positions, so professional communication with those in and outside of my workplaces is essential. In recent weeks, my creation of a revised resume, cover letter, and other application-related documents has improved my confidence when applying anywhere.

The learning I have received from this course is almost invaluable, and it will never be forgotten.

My web folio was a wanted challenge. The overall execution of the web folio took five days. Day three and five were the most intensive, as I realized some of the difficulties I had not anticipated. Specifically, technical difficulties were the only issue that I had faced. Editing each piece of writing made me feel accomplished, and I understood my shortcomings. Polishing my assignments after proper feedback allowed me to appreciate peer reviews more than previously. After editing the writing pieces, I slowly began to create my web folio and find a suitable theme.

Additionally, I had changed my web folio’s purpose from employment to enrollment (in graduate studies). Although I had to change some general information, I could efficiently alter my website and progress through the portfolio. The goal of this assignment significantly impacted me for the better, as I gained a meaningful understanding of how to assemble an online portfolio with pieces of writing that represent me. I am ecstatic that this assignment taught me real-world skills that I can use for the rest of my life.

The formal report has been the most challenging aspect of the ENGL 301 course. Although this unit involved some hurdles, I have been navigating them with the help of those peer-reviewing my article, along with additional support from Professor Paterson.

Researching my report draft appeared simple at first. After I had researched my topic, I noticed that prior research had already been gathered by UBC. I used this second-hand research instead of searching for articles based on other countries’ learning systems or points in time (which result in different recommendations). Also, my desired number of survey participants was not met by my preferred date. To make matters worse, my professor and teaching assistant, whom I had specific questions for, were not responding to my emails. Overall, the variation and lack of (some) research documented on my topic were significant, thus making it hard for me to provide concrete guidance.

The organization of the report appeared easy until I realized that I had put excessive amounts of detail into my outline. As a result, I had to reduce the number of headings and focus my report on what mattered most.

Writing my formal report was difficult. I struggled to output ideas. Once I began receiving numerous answers to my survey questions, I confidently explained what the participants wanted and why. Also, without my professor and teaching assistant’s inputs, I lost some hope. Luckily, I tried to make due by stating that the information from my professor was upcoming and decided to analyze and make recommendations without it.

Ultimately, my learning experience with the formal report draft was precious. I learned that I should have planned and consulted my professor (or anyone else I decided to receive primary data from) many weeks before I wrote any type of report. Additionally, I learned to plan my outline considering the number of pages, allowing my content to be streamlined. In conclusion, I should have provided myself more time to focus and think about my report and what small steps need to be taken during its creation.

Formal Report Draft

Unit two provided me with a variety of assignments. The unit included a LinkedIn-related memo and multiple formal report tasks. A peer review, outline, and proposal were all completed for the formal report. All assignments were posted on the Team Forum and are available to be viewed by all. I have explained my unit two assignments below in-depth.

The research process to create a Linkedin profile was simple. I had already created a LinkedIn profile over three years ago; overall, I refreshed my memory. Sites with relevant information were easy to locate, and the steps to create a compelling LinkedIn profile were straightforward. I feel confident if I were to re-create or expand my social network, as I have experience in both social network creation and relating career accolades. The most important aspect to remember is to remain professional and involved on LinkedIn (specifically in comments and content creation or sharing).

My brainstorming process for the formal report was easy because I had an idea that I was passionate about, which quickly came to my knowledge. On the contrary, my preparation seemed more complex, as I had to go into great detail about the impact of my report, along with how the impact will be made. Fortunately, the peer reviews I received made it possible to narrow my scope and make my proposal and outline more effective. My progress with the report is mediocre, as I have doubts about the topic and whether I will write enough about it. After consulting my peers, I have decided to proceed without any topic changes. Although I am somewhat confident, a consultation would be beneficial.

After I had peer-reviewed my partner’s proposal, I learned that my partner had focused her report’s goal, unlike me. It also allowed me to help her improve some aspects of her proposal (mostly small grammar and readability errors), which I later reviewed to ensure I did not make the same mistakes.  Ultimately, reading my team’s forum has prepared me for future memos, as I observe teammates’ format, tone, intent, and word usage, thus giving me the tools to improve my own work. Also, I have been surprised by the work of team members, as the majority of them are better writers than myself. Peer reviewing has positively impacted my writing ability since my formatting of assignments has improved. I would strongly recommend peer reviewing as a key factor in unit two.

Encl. Revised Report Proposal

Encl. Peer Review of Proposal

Encl. Formal Report Outline

The original three definitions assignment displayed my lack of memory of first-year micro and macroeconomics. I had a general idea of defining hyperinflation, but research was required for specifics in the expanded definition. Additionally, the readability of my definitions had to be remembered, as my audience was business customers who were not well versed in economics. While I wrote, I considered the current situation in the country where my audience lives (Zimbabwe). This consideration can be seen primarily in the expanded definition (when I elaborated upon protecting oneself financially from hyperinflation).

The peer review of my article was insightful. Phillip noticed many of the flaws (some of which I realized after publishing my post) and was able to communicate them to me in a constructive manner. I missed a number of key instructions including at least one image and proper referencing, which are crucial. I learned that I must read the assignment instructions carefully and adhere to the guidelines. Phillip also informed me that I could improve upon my depth of definitions, specifically my sentence and expanded definitions. He allowed me to realize that even business consumers may not understand certain terminology or business jargon; after recognizing the ambiguity in my audience description, I knew I had to add detail to it.

After I received feedback from Philip, the editing process was straightforward. I added explanations to business situations that I had mentioned in my expanded definition, moved sentences around to improve the order for the reader, improved my in-text citations, and added an image. Phillip provided the perspective of someone who was unfamiliar with business terms, which allowed me to make adjustments to each business-like statement for improved understanding and simplicity. Overall, the feedback I received was from a well-versed writer who has made me a better writer throughout this assignment.

Peer Review of Three Definitions of Hyperinflation

Revised Definition of Hyperinflation

Sample Complaint Letter

DAZN (Perform Group)

Suite 3020, Floor 30, 28 Liberty Street

New York, NY, USA 10005

Date:          September 13, 2021

Subject:     Summer Billing Issue

Dear DAZN Support Team,

After utilizing DAZN’s one-month free trial in June 2021, I cancelled the account in nearly one month to avoid charges. Also, the streaming service I was provided with was dissatisfactory. In July and August 2021, DAZN was paid $21.40 each month, according to my credit card statements.

The terms and conditions of DAZN’s one-month free trial state that “no charges will be applied if the subscription is cancelled within 30 days of account registration”. Although my subscription was cancelled within the specified timeframe, I was still charged for two months worth of subscription. For these reasons, I would like a refund for both transactions, totalling $42.80.

The email linked to my account is: noahsaini@live.ca

Attached are screenshots of my credit card statements as evidence:

1. July 2021 credit card e-statement
2. August 2021 credit card e-statement

Thank you for your consideration.

Regards,

Noah Saini

Sample Bad News Letter

Noah Saini

EME4145 – 1137 Alumni Ave

Kelowna, BC Canada V1V 1V7

Date: September 14, 2021 

Subject: RE: Summer Billing Issue

Dear Mr. Saini, 

Firstly, thank you for reaching out to our customer support. We are very sorry for the inconvenience that we have caused. During the summer months, we had billing issues that included preventing the cancellation of subscriptions.

DAZN is Canada’s ultimate source for sporting content and we value our customers dearly. DAZN’s free trial is one month in duration and starts as soon as the account is opened. However, the specified account was created 38 days before the trial ended, and does not warrant a full refund. We understand your concern can provide a refund for the subscription charge in August.

We want to thank you for choosing DAZN and sincerely hope to see you back soon. Please do not hesitate to contact us if you have any questions. 

Sincerely, 

Jimmy Butler

Customer Support Advisor, DAZN 

Memorandum

Date:      November 7, 2021

To:          Evan Crisp, UBC Undergraduate Student

From:     Noah Saini

Subject:  Best Practices for Emailing Professors

Introduction

Thank you for reaching out and asking for tips to create effective emails for UBC professors. In the list below, there are suggestions that are useful for the aforementioned email type. These recommendations will assist in the acceptance of the course request.

Suggestions:

• Avoiding the use of the word “you” will improve the chances of the reader recieving the message in a positive manner.
• Additionally, use an informative subject line that is brief and informs the professor of the email’s topic.
• It is important to note the class’ specific number and section in the subject line.
• When starting an email, greet the professor by stating their last name and professional title (ex. Dr., Professor).
• Mentioning a student number at the end of the email near the writer’s name provides authenticity and (sometimes) required insight.
• Focusing on saying “I”, “me”, or “myself” instead of oneself will improve the way the reader interprets the message.
• Choosing to maintain a respectful tone will improve the chances of the writer being understood.
• Rereading the email once it is complete can ensure perfect grammar and spelling.
• At the end of the email, thank the professor for their consideration.
• Politely explain why the course is beneficial.
• When signing off, mention “Sincerely,” and then state the writer’s full name below.
• If possible, keep the email concise and only mention essential details.

Every student should have significant respect for their professors, regardless of the scenario. As a result of utilizing professional writing methods, progress can be made. If you have any questions or concerns, please reach me at noahsaini@live.ca or inquire with other ENGL 301 classmates if that is more suitable. Good luck with the upcoming semester.

MEMORANDUM

To: Members of Team Potluck, an ENGL 301 Writing Team

From: Noah Saini, Member of Team Potluck

Date: October 23, 2021

Subject: Ten Best Practices for Using LinkedIn

Dear Team Potluck:

LinkedIn is an excellent resource to network, market oneself, attain general market information, and find career opportunities. The benefits from specific LinkedIn user actions can result in practical outputs from the social media site. My research on the best LinkedIn practices has resulted in the list below.

Profile Tips

• Creating an enticing summary displays who you are. (Deehan)
• Selecting a profile and background photos that are professional will help (Deehan)
• Choosing skills that are applicable to what you do or want to do. Listing irrelevant skills is unnecessary and can be tiresome to read. (Deehan)
• Completing skill assessments to display on your profile is beneficial. Skill assessment completion will demonstrate to employers that you are well-versed in certain job-related skills, thus increasing your chance of being hired. (Deehan)
• Maintain your profile by updating it regularly (Cowles)

Content Recommendations

• Posting and building articles that are in demand can help grow your network and demonstrate leadership. Use your ability to create or share content while educating others. (Stahl)
• Checking your comments and direct messages for the inquiries of others can lead to opportunities. (Stahl)
• Adding comments to posts to create conversation and express opinion (even if your opinion differs from others) will promote across LinkedIn. (Deehan)

Networking and Job Searching

• Reaching out to those who have commonalities with you can lead to meaningful connections. Connect with those individuals by mentioning their content or content that they can relate to. (Cowles)
• Utilizing features that allow you to set your job searching status may result in job opportunities. If you indicate that are available to work and looking for a new job, there is a higher chance that you will be contacted by recruiters. (Cowles)
• Downloading the LinkedIn application to your mobile device will allow individuals to reap various convenience benefits. (Stahl)

Conclusion

Everyone should maximize the benefits to be reaped from LinkedIn. It is a crucial tool to improve your career in a variety of ways, but only if you take the right actions listed in this memo.

Works Cited

Cowles, Charlotte. “Tap LinkedIn for Career Opportunities”, New York Times, 31 Oct. 2020, https://www.nytimes.com/2020/10/31/at-home/linkedin-career-opportunities.html

Deehan, Jane. “20 Steps to a Better LinkedIn Profile in 2020.” LinkedIn Sales Blog, LinkedIn, 20 Feb. 2020, https://www.linkedin.com/business/sales/blog/profile-best-practices/17-steps-to-a-better-linkedin-profile-in-2017.

Stahl, Ashley. “How To Use LinkedIn To Your Advantage: Tips To Build Career Success.”, Forbes, 29 Jan. 2020, https://www.forbes.com/sites/ashleystahl/2020/01/29/how-to-use-linkedin-to-your-advantage-tips-to-build-career-success/?sh=1ffd84d74035

MEMORANDUM

To:                  Dr. Erika Paterson, English professor at the University of British Columbia

From:              Noah Saini, Student of ENGL 301

Date:               October 29, 2021

Subject:          Progress Memo for Formal Report on Improving the Accessibility of Hybrid Learning at UBC’s Campuses

Dear Dr. Erika Paterson,

Intended Audience

The progress report is intended for the Deputy Vice-Chancellor (DVC) of UBCO, Dr. Leslie Cormack.

Purpose and Significance of Report

The purpose of this report is to evaluate the feasibility of improving the scope of the hybrid learning format across UBC Okanagan and possibly UBC Vancouver. The report will investigate how current students and faculty feel about hybrid, fully online, and in-person learning at UBCO. After reviewing student and faculty outlooks, the report will identify hindrances and make recommendations to provide students with the best accessibility to learning at UBC. Since hybrid learning provides all students with a similar learning experience, students near UBC and afar can have comfort in choosing whether to attend classes in person or not.

Research Process

• Create a survey for students in my MGMT 442 course (where hybrid learning takes place). The survey will allow me to understand how current hybrid learning students feel about their class’ format.
• Understand how students learning in a hybrid setting feel about expanding the hybrid learning concept to other courses. My goal is to receive 40 completed surveys and visually display the results.
• Interview my MGMT 442 professor to ask him questions about how the online, hybrid and in-person learning platforms compare from his point of view. The professor’s view will provide insight into what most faculty feel about the learning differences.
• Review research articles on hybrid,  fully online, and in-person learning. I will learn about the upsides and downfalls of each learning method to provide an array of recommendations.

My formal proposal work schedule is below:

• Nov. 1: Begin sharing the survey for responses
• Nov. 4: Interview professor
• Nov. 8: Create visual displays for the survey responses
• Nov. 10: Research the different types of learning methods
• Nov. 17: Create a rough draft of the formal report
• Nov. 26: Complete revisions and submit the final draft of the formal report

My overall timeframe for the formal report has been simplified because my scope was reduced after several proposal revisions. I will be focusing on UBC’s Okanagan campus and only mentioning the possibility of expanding my solution to UBC’s Vancouver campus in the future. If you have any questions or concerns about my report or my survey, please let me know.

Encl.

Student Survey 

To:                   Dr. Erika Paterson

From:              Noah Saini

Date:               October 15, 2021

Subject:           Proposal for Determining Feasibility of Improving the Accessibility of Hybrid Learning at UBC’s Campuses

Introduction

Since Spring 2020, COVID-19 has required UBC Vancouver and Okanagan courses online. The online-only learning experience posed various detriments and benefits to students. Student engagement with the material, the professor, and cohorts have all been affected due to online learning. Only this Fall have the majority of courses been offered in person.

UBC Okanagan’s Faculty of Management is currently offering all courses either entirely online (online) or online with optional in-person components (hybrid), year-round, to assist those unable to attend classes in person. Other faculties at both UBC campuses host courses entirely in-person, with few still being offered online. Despite the partially-welcomed return to in-person learning, students remain facing issues with pre-COVID instruction.

The intended audience for this proposal is the Deputy Vice-Chancellor (DVC) of UBCO, Dr. Leslie Cormack. The DVC can act upon the recommendations, including marketing hybrid-learning for current and future students, communicating the information to department heads, teaching professors how to utilize the advantages, selecting suitable courses, allocating funds towards implementation, and consulting UBC IT to physically implement the resources required for the learning style.

Statement of Problem

UBC’s campuses host students from around the world, and the pandemic has vastly increased the difficulty of attending courses if one is from outside the country. Students must travel (if possible), be subject to mandatory vaccination, endure mental health struggles, and face general accessibility issues. During uncertain times, in-person classes can create circumstances that do not favour students. These circumstances leave students with limited options and can inhibit their learning experience overall.

Proposed Solution

A possible solution is to expand UBC Okanagan’s Faculty of Management’s approach by offering hybrid-based learning courses in other faculties at UBCO and potentially across both campuses. The Faculty of Management allows students to interact in live classes by having a live camera recording and displaying the entire classroom. The hybrid approach also enables students who can attend in-person to do so. As a result, students in management courses can watch recorded lectures, participate in live classes, learn from anywhere, interact with professors, attain an in-person experience, and utilize closed captioning to provide an excellent learning experience for all. Neither fully online nor fully-in person learning provides what hybrid learning can render.

Scope

Several questions need to be addressed to increase the likelihood of an expansion of the hybrid-based learning format:

1. How many students will utilize the hybrid format of learning?
2. What is the cost of implementing such a system?
3. Is the learning format applicable to all courses?
4. Will those giving instruction and administration support the change?

Methods

My primary data sources include consulting MGMT 442 professor Matt Husain and Roger Sugden (the Dean of Management). The goal of these consultations is to understand how hybrid learning works from an administrative and teaching perspective. I will also survey students in my MGMT 442 course to receive feedback on hybrid learning, as they are the end-user. My secondary data source will include research articles concerning hybrid learning. Additionally, I will inquire with the SUO (Student’s Union Okanagan) as another secondary data source to analyze various learning format complaints.

My Qualifications

I am a third-year management student focusing on project management at UBC Okanagan. I have conducted various types of business analyses, research papers and engaged in fully-online, in-person, and hybrid classes. My association with Professor Husain and other professors at UBC Okanagan allows easy access to some primary data sources. Furthermore, my work experience with the SUO will provide me with an in-depth understanding of students’ needs and wants.

Conclusion

Students at UBC’s campuses are left with complex and ever-changing learning circumstances, primarily out of their control. If students want to adjust to the COVID-caused learning situation, they will face financial, liberty, and potentially, health burdens. By answering the four questions concerning the issue at hand, I can determine whether or not hybrid learning is possible across many faculties. With your approval, thousands of students may feel greater peace of mind and study confidently while attending classes at UBC.