Welcome to my portfolio, which documents my journey as a “writing for engineering” student.
Good day! Throughout the spring 2023 semester, I have embarked on a journey of exploration and development as a writer in the field of engineering. I am Amara Boateng, and I intend to provide a self-assessment of my writing skills for the engineering class. The course is “Writing for Engineering,” and I am currently an upper-level freshman with an undeclared engineering major at the City College of New York. I look forward to applying to the Grove School of Engineering to declare my major in computer science after I have completed my prerequisites. We have been engaged in various projects, which have played a significant role in shaping my understanding of engineering writing.We have been engaged in various projects, which have played a significant role in shaping my understanding of engineering writing. When I initially enrolled in this class, my expectations were centered around improving my technical writing skills and effectively communicating engineering concepts. I anticipated that the course would provide me with the necessary resources to express my ideas clearly and concisely, both in written reports and technical documents. Additionally, I hoped to gain a deeper understanding of the importance of effective communication within the engineering field. Reflecting on my actual class experience, I have found that it both aligned with and differed from my initial expectations. One aspect that aligned well with my expectations was the emphasis on structuring technical documents and reports. Through practical exercises and assignments, we were taught the importance of organizing information logically and presenting it in a coherent manner. I found this particularly valuable, as it improved the readability and comprehension of my writing. However, one aspect that differed from my expectations was the significant focus on collaboration and teamwork in engineering writing. I initially underestimated the collaborative nature of the writing process in engineering, as I assumed it to be primarily an individual task. However, I soon realized that effective engineering writing often involves collaboration with colleagues, providing feedback on each other’s work. This collaborative aspect challenged me to develop my interpersonal and communication skills, which are essential for successful teamwork in the engineering field. In terms of the course’s relevance, I now recognize the crucial role that writing plays in engineering. Engineers are not only expected to excel in technical knowledge but also to effectively communicate their ideas, designs, and findings to various stakeholders. The ability to write clearly, concisely, and persuasively is vital for conveying complex technical information to both technical and non-technical audiences. This class has significantly prepared me for writing in the field of engineering by providing me with a solid foundation in technical writing principles and practices. By engaging in various writing assignments, such as project reports, reviewing reports, and technical memos, I have learned to tailor my writing to specific audiences and purposes depending on the setting. Moreover, the feedback and guidance from Professor Jonathan Mcvey and my classmates have helped me refine my writing style and improve the overall quality of my work. As I reflect upon the question, “What is writing for engineering?” and how the assignments have informed my understanding, I am able to recognize the progress I have made. In this self-assessment essay, I will draw upon the works included in my portfolio and discuss how each assignment has contributed to my growth as a writer and student in the field of engineering.Additionally, I will address the course learning outcomes and incorporate evidence from my class experience to demonstrate their achievement.
During Phase 1.1, the Technical Writing assignment provided a solid foundation for my understanding of effective writing in engineering. It emphasized the importance of clear and concise communication in conveying technical information to various stakeholders. Through this assignment, I developed a rhetorical sensibility by acknowledging the range of linguistic differences and incorporating them as resources in my writing. By engaging in extensive reading, drafting, revising, and editing processes, I enhanced my strategies for effective written communication. Technical writing is unique from other types of writing, in terms of the dependency on facts and data. For example being free of any personal bias, factual and having an objective is a fundamental aspect of technical writing which has helped me having my analytical results or information gathered based on data and research making sure they are factual and not basing on reasons that has to do with my personality or opinion.
In Phase 1.2, I encountered the Technical Description assignments, which further deepened my understanding of writing for engineering. The purpose of these assignments was to describe technical concepts or processes accurately and comprehensively. Through this task, I honed my ability to negotiate my own writing goals and meet the expectations of the audiences. By analyzing objects, the genre of technical descriptions and engaging in multi-modal composing, I explored effective writing across contexts and realized the significance of visual aids in enhancing clarity and understanding.
Moving on to Phase 2, the Memos assignments provided an opportunity for me to develop my skills in concise and professional communication within an engineering context. Although the memo section may be shorter in comparison to other assignments, I learned to engage in collaborative and social aspects of the writing process. This involved considering the needs and expectations of the audience, while also ensuring that the purpose, call to action and content of the memo were effectively conveyed. By practicing the genre analysis of memos, I became more proficient in formulating and articulating a stance through my writing.
Phase 3 introduced the Lab Reports assignment, which allowed me to delve into a more comprehensive and structured form of engineering writing. Lab reports required me to engage in extensive research, analyze data, and present findings in a clear and organized manner. Throughout this assignment, I utilized various library resources, online databases, and the internet to locate appropriate sources for my writing projects. Moreover, I strengthened my source use practices by evaluating, integrating, quoting, paraphrasing, summarizing, synthesizing, analyzing, and citing sources effectively. The lab reports challenged me to balance description and reflection, as I learned to present data objectively while providing critical analysis and drawing meaningful conclusions.
In Phase 4 of the course, I engaged in a rhetorical analysis of an engineering lab report. This assignment provided a unique perspective on writing for engineering by examining the report’s rhetorical strategies and effectiveness in conveying technical information. The purpose of this analysis was to critically evaluate the report’s organization, clarity, and persuasive elements. Through the process of rhetorical analysis, I deepened my understanding of how writing choices and strategies can influence the effectiveness of technical communication. I explored how the author established their credibility, appealed to the intended audience, and utilized evidence and logical reasoning to support their claims. By dissecting the report’s introduction, methods, results, and conclusion, I gained insights into the structural elements that contribute to the overall coherence and persuasiveness of a lab report. I practiced formulating and articulating a stance based on my observations and evaluations of the report. I critically assessed the report’s strengths and weaknesses, highlighting areas where the author effectively employed rhetorical devices to enhance clarity and persuasiveness. Moreover, I identified areas for improvement, suggesting alternative approaches that could further enhance the report’s impact. The rhetorical analysis of the engineering lab report expanded my understanding of writing for engineering beyond technical accuracy and clarity. It highlighted the significance of rhetorical choices, organization, and persuasion in effectively conveying technical information to diverse audiences. This analysis not only enhanced my ability to critically evaluate technical documents but also deepened my appreciation for the complexities of writing within engineering.
In conclusion, this course has equipped me with a diverse set of skills and knowledge that are crucial for effective writing in the field of engineering. Through this course, I have learned to acknowledge and draw on the range of linguistic differences as resources to develop rhetorical sensibility. I have enhanced my strategies for reading, drafting, revising, editing, and self-assessment while negotiating my own writing goals and audience expectations. Moreover, I have engaged in collaborative and social aspects of writing processes, exploring effective writing across disciplinary contexts and beyond. Additionally, I have learned to formulate and articulate a stance through and in my writing while practicing using various library resources, online databases, and the Internet to locate sources appropriate to my writing projects. Finally, I have strengthened my source use practices, including evaluating, integrating, quoting, paraphrasing, summarizing, synthesizing, analyzing, and citing sources. These skills and knowledge will undoubtedly serve as valuable assets throughout my future engineering career.
