Klement Miraj                            English 21007                                    6/28/20

 

Final Self-Assessment

 

By participating in this course, I have further developed my writing skills and abilities. Throughout the various projects, I have achieved all the course learning outcomes, with different levels of development in each. My perceptions of what writing is and does have further evolved as I experienced writing from the perspectives of myself, Professor Stemberg, and my peers. The course had multiple assignment that were completed which included a letter of introduction, a technical description, a comparing and contrasting of two different lab report that involve the same category, and finally an infographic presentation and its analysis. On top of the assignment included above, discussion boards were made available so we can communicate different topics with the whole class and learn how to communicate in a group setting. Below there will be three self-assessments of three different assignments.

Self-Reflection of the Technical Description

            This self-reflection analyzes my technical description for its success in achieving the course learning outcomes. The technical description is written for the Klean Kanteen 20 Oz double-walled vacuum insulated bottle. The history of the item has been explored and the function of the item has been explained. The bottle has been divided into its components with labeled figures. Proper APA citations were used for all references. It is written to a general audience. It is not a very technical writing that understands the deep physics of how the item functions. Nevertheless, a brief explanation of the physics was included, as it is the only way to explain exactly how the function of the item is accomplished. Examples of the daily lives was also included for the examples of the physics.

Unlike the letter of introduction, which was written to an individual and in first-person perspective, this technical description was written to a general audience and in third-person perspective. This allowed me to consider my writing goals and audience expectations with regards to genre, medium, and rhetorical situation (Learning Outcome 1). Thanks to the peer review of Jannina Rojas’s description, I was able to engage in the collaborative and social aspects of the writing process (Learning Outcome 2). As this was just a technical description, I did not engage in genre analysis and multi modal composing to explore writing across disciplinary texts (Learning Outcome 3). By choosing a technological item with secondary functions of helping to reduce the environmental impact of single-use disposable beverage containers, I was able to formulate and articulate a stance through my writing (Learning Outcome 4). This stance could be considered pro-environment although it does not involve discussing the business side of the product, and one contributes to a sustainable environment by being a consumer and purchasing and using the item. While I did not use library resources or online databases, I did use the Internet to locate sources appropriate and necessary to the project (Learning Outcome 5). Finally, by using a wide variety of sources to cover the history, invention, and functions of the item, I was able to strengthen my practice of using sources. (Learning outcome 6).

Self-Assessment of the Laboratory Report Analysis

            Being able to analyze two different laboratory reports about the same subject is a great way to get different perspectives in that subject. This analysis allowed for me to understand how a scientific paper should be written and where most common mistakes are made. Also, the Technical Communication book by Mike Markel was used to analyze both reports by breaking them down into its eight elements: title, abstract, introduction, materials and methods, results, discussion, conclusion, and references. By acknowledging the range of linguistic differences between the two writers I developed a rhetorical sensibility which could be applied to the analysis. (Learning Outcome 1) Enhanced strategies for reading, drafting, editing and self-assessment were used. (Learning Outcome 2) These strategies were applied by reading and comparing two different laboratory reports side by side. Afterwards a draft was made and submitted for peer review. Then according to the feedback, changes were made to edit the draft and make a final submission. I had to negotiate my style of writing according to the audience that will read it which in this case was a general audience. (Learning Outcome 3) Engaging in a collaborative and social aspect of the writing process was also applied. (Learning Outcome 4) This is because of the draft submission and the peer review that I had to do for another student as well as the peer review that I received from another student. Due to the comparison of the two laboratory reports a stance needed to be taken in the conclusion and the Rum Report emerged victorious by having less errors and more explanations about the results achieved. (Learning Outcome 5) Many different practices were used two achieve a great understanding of the comparison of two reports. (Learning Outcome 6) Evaluating was used when trying to decide which paper would be a better scientific report. Integrating was used to incorporate the differences in the analysis that was written by me. Quoting and paraphrasing were also used in the paper when referring to Markel’s book or one of the laboratory reports.

Self-Assessment of the Infographic and Analysis

            To have the opportunity to work on an infographic is a great way to learn how information can be correctly portrayed by an individual and then be absorbed by another individual. By having a presentation in the infographic that I had created it was very beneficial to know what was right and what needs to be changed. By exchanging communication with my peers and teacher, I noticed that there is a linguistic difference between all the classmates. (Learning Outcome 1) This was also interesting to see everyone in the class communicate their thoughts and negotiate how the audience will perceive the infographic. (Learning Outcome 2) Furthermore, after feedback from my peers and teacher, I was able to revise my infographic and enhance how the information is perceived. (Learning Outcome 3) (Learning Outcome 4)

After the infographic was complete an analysis of many aspects of the decisions were made to conclude the assignment. This made me realize how my point of view of a writing could influence an individual that is reading it. Questions such as, what age group does the infographic apply to and what is the targeted audience. By simultaneously answering both those aspects I was able to formulate and articulate a stance through my writing. (Learning Outcome 5) A genre analysis was also performed when I was trying to figure out in which way can take my infographic and how to make it more concise. (Learning Outcome 6)

Different databases were accessed to learn more about the subject, which in this case was chemical engineering, and to learn more about infographics. This allowed me to locate sources for my body of work and pictures for the infographics. (Learning Outcome 7) By integrating these foundations into my text I was able to quote and paraphrase from credible sources. Citations were also included in the reference section for an individual that is reading it to refer to later in case they want to learn more about the subject. (Learning Outcome 8)

Conclusion

This course has truly helped strengthen my skills as a writer, both for technical and non-technical writing. It has been a great experience, and I am grateful it is a part of the curriculum for my chemical engineering degree. One of the best things to learn in a degree is how can you communicate data correctly to an individual. I definitely think I am a stronger writer today as I was when I first started the semester. I found it useful to reflect on the Course Learning Outcomes after major assignments. There have been many occasions when I go through classes without reflecting enough on the work I am doing once it is submitted. This class has changed my perception and I plan to reflect more on all my assignments going forward to make sure I am achieving the learning outcomes for each particular course. I am also grateful of a wonderful teacher who inspired all to think and understand how to properly communicate a though from beginning to end and to all my peers who shared different opinions about different topics in the discussion board. It has truly been a marvelous semester.