From ambiguity to clarity : strengthening writing for the real world

The integration of this course fostering critical, creative, and professional development represents a factor of paramount importance, endowing each student with high-value skills as they prepare to face the real world. To ensure optimal preparation, the course objectives extend beyond merely identifying our writing weaknesses; through the application of each lesson, we are empowered to cast off these limitations. Consequently, I have learned that the ability to effectively communicate my ideas and opinions as well as the manner in which we present ourselves to the professional sphere proves to be a decisive factor when seeking employment or projects, or when collaborating within a team to achieve great things. Undoubtedly, applying the knowledge acquired throughout this spring semester has resulted in my emergence as an individual capable of conducting myself both professionally and correctly. By focusing on every detail from grammar to punctuation and by enabling the practical application of these lessons through various projects, this course has marked a transformative turning point in how we approach writing for our audience.

Once graduated, students have two primary ways to secure employment: either through online applications such as via LinkedIn or through connections with individuals who can help propel their future career success. In this context, the course established a clear and precise objective: to introduce each student to the rest of the class and provide the opportunity for us to get to know one another. This was deemed crucial for future assignments involving teamwork, fostering an experience where everyone could collaborate reciprocally while making friends in the process. Drawing upon our individual backgrounds as students in my case, Raudy Mendoza Liz we discussed our aspirations and identified shared interests or hobbies we might have in common with our classmates. However, this assignment served a purpose beyond mere introductions; it also aimed to enable us to identify the specific areas where we still need improvement in order to become better writers. This inquiry prompted us to reflect on every instance where we had encountered difficulties in expressing our ideas with precision and coherence particularly in the context of professional documentation. Ultimately, this exercise served as the foundational starting point I needed to finally leave behind the ambiguity that had previously characterized my writing, allowing me to become more direct and precise in communicating my intended message.

Our first assignment in this course focused directly on the creation of our resume and cover letter documents that would prove fundamental in learning how to effectively present both ourselves and our professional background, including our education and experiences. To achieve this objective, our professor, Mr. Bubrow, taught me the audience and purpose (A&P). This technique enabled me to establish clear guidelines: not only did I learn exactly whom to address when introducing myself to the professional world, but I also learned how to clearly articulate my career intentions and the value I could bring to a specific role. Furthermore, once I had identified my audience which, for this assignment, was an internship opportunity (specifically, a summer internship in Internal Audit and Risk Management) I knew that my application needed to highlight the work experience, education, and skills I had developed over time. Throughout this process, my primary goal remained consistent: to write with such clarity that the content would be easily digestible for the reader. One could say that the resume serves as the gateway to the professional world, while the cover letter acts as the key that unlocks the specific opportunity within the company we wish to join. With the clear objective of securing the position in mind, I drafted a cover letter expressing my keen interest in the role and explaining why I would be a strong candidate for the job. In doing so, this first assignment became my initial step toward experiencing what awaits us out there after we complete this course a professional world hungry for capable employees, just as Mr. Bubrow has prepared us to be.

Secondly, building upon the knowledge we had previously acquired, our next task focused on the Group Proposal. Its objective was centered on the creation of a new student center. To develop this proposal, a group consisting of four other students and myself worked in unison to execute this mission a process involving extensive research, imagery, and data collection. This proposal necessitated the collaboration of every group member in order to create the building’s designs and action plans, as well as to determine the most appropriate location for the student center. Our mission with this project was to ensure that every student’s college journey would be more than just a stressful experience; we aimed to foster the creation of memories, moments, and resources that would primarily enhance the learning experience of every CCNY student. Operating under the name The Twenty-Thirds. Our goal was to design a building that would meet every need and request voiced by the students. To generate concrete ideas, we conducted a survey of 100 individuals to identify the aspects of City College they disliked, and to gather their opinions on the amenities they would like to see on campus all within the framework of a Request for Proposal (RFP) and with the aim of addressing their needs. On average, the responses converged on a common theme: a desire for dining facilities that also offered spaces for recreation and personal satisfaction. Furthermore, we sought to provide every student with easy access to a modern, accessible, and multifunctional environment a comfortable and welcoming space where students could easily interact with one another. My specific responsibility within the group was to present the project’s projected costs and future progression; to gather this information, I conducted in-depth research and benchmarked our ambitious project against student centers at other institutions. Mr. Bubrow assisted us by addressing our questions and helped us determine that the ideal location for the center would be near the NAC area, adjacent to the parking lot. Ultimately, this project taught me how to collaborate with others to complete a specific mission that can impact lives.

As the course progressed building upon skills acquired up to this point, such as research proficiency and the capacity to collaborate with others—our third major assignment was to write a lab report. The primary objective of this lab was to test the probability of the number 7 appearing three times in a row. To substantiate and attempt to prove this claim, we conducted 100 trials; our goal was to record the sums produced by rolling two dice and observe whether this specific outcome would occur at any point. However, once the data had been collected, reality revealed a different story. To support this experiment, and utilizing the principles of information literacy, I conducted an in-depth search for scholarly articles that could bolster my findings and help me construct a synthesis within my lab report. The use of technology proved to be of significant impact and assistance in carrying out our lab report; specifically, by utilizing various websites, we were able to simulate the rolling of both dice 100 times online and subsequently gather the resulting data. Furthermore, when seeking evidence to support our claim, we conducted research using academic databases such as the CCNY Library and JSTOR which greatly facilitated the search process. Once we had obtained the data, our instructor, Mr. Bubrow, taught us how to utilize Google Sheets to drafting the lab report and structure our writing in a manner that was both understandable and readable for our intended audience—namely, anyone grappling with the same question we had set out to answer. Although our results demonstrated that this specific outcome was unlikely—given the low probability of it occurring—we emphasized that had we increased the number of repetitions, it might indeed have been possible to capture those “triple 7s in a row.” Ultimately, this assignment enabled me to learn how to be more precise in what I wish to communicate, and how to leverage various sources to my advantage in order to substantiate my viewpoint and ensure the reader gains a comprehensive understanding of the subject.

The technical description assignment turned out to be the final major project required to complete the Writing for Engineering course. It entailed selecting a topic related to our respective majors in my specific case, Computer Engineering. Working alongside my partner, who is pursuing Environmental Engineering, we focused on identifying a topic that bridged both disciplines. This topic turned out to be Hydroelectric Energy; within the context of Computer Engineering, this involves the development of software and mechanisms that enable computers to monitor and quantify the volume of water within a system. On the other hand from the perspective of Environmental Engineering the field is involved because we are utilizing a renewable resource, water, and harnessing it for the production of energy to benefit society. To execute this project, we conducted extensive, in-depth research to substantiate every claim we made in our presentation. Through the use of APA-style citations, we were able to properly attribute every piece of information we presented to its original source, thereby validating that our data was derived from reliable and trustworthy authorities. Finally, all the information, data, and graphs we gathered were utilized to our advantage during the presentation itself, helping us convey the material in a manner that was both accessible and easy for our classmates to understand. With a presentation time limit of 10 minutes, we had more than enough time to impart significant knowledge to the audience and ensure that they grasped the subject matter from A to Z. Consequently, our fellow students acknowledged our efforts through comments indicating that we had demonstrated a true mastery of the topic. This experience helped me feel completely confident in myself while presenting, and it made it abundantly clear that these public speaking skills will prove invaluable both in my future professional career and in my personal life.

Among the various class activities, the Quest stands out; it was a hybrid of a quiz and an exam designed to assess the knowledge we had acquired throughout the entire semester. Thanks to every lesson Mr. Bubrow had taught me, preparing for the Quest proved to be both easy and intuitive, allowing me to effectively review every topic covered over the course of the semester. Prior to the day of the Quest, Mr. Bubrow conducted a review session covering the topics that were likely to appear, as well as the specific response strategies required to earn full credit. During this session, our professor explained the intricacies of punctuation a subject that had previously been one of my weaknesses, as I lacked strong command over writing mechanics and the specific criteria governing the proper placement of marks such as commas or colons. Furthermore, the Quest also tested our ability to identify and correct run-on sentences, sentence fragments, and other grammatical errors. Learning each of these topics prompted me to reflect on every lesson I had received, ultimately enabling me to write in English in a more professional and coherent manner a proficiency that was clearly reflected in the grade I achieved.

In conclusion, my experience in this Writing for Engineering course was one of the most enjoyable I have ever had, and it significantly elevated my proficiency in English. Thanks to every lesson taught by my professor, Mr. Bubrow, I acquired skills that will contribute not only to my future professional performance in my field but also to my overall confidence in my English abilities. Having spent only a short time in the United States, I will remain grateful for and apply throughout my entire life every lesson I had the opportunity to receive from Mr. Bubrow. I would also like to emphasize that, given my major in Computer Engineering, I will undoubtedly need to communicate my ideas in a professional and intelligible manner, always ensuring they are easily understood by the reader. This course was excellent; it further shaped who I am today and who I will become in the future, ensuring that when I step out into the real world, I will possess the skills necessary to thrive and even excel within the professional realm.