This document reflects on Bridgette Becerra's growth and learning in her Technical Writing 2311 course. She learned about rhetoric, writing, design, collaboration, considering different cultures, and ethics. Specifically, she improved her resume, cover letter writing and public speaking. Working in a group project taught her how to coordinate with others, incorporate design elements, and resolve conflicts ethically. Through hands-on assignments, she gained skills applicable to her future career in technical writing for the food industry.

1. Reflection of Technical
Writing
BRIDGETTE BECERRA

2. Intro
 01 Reflection of Growth in
Technical Writing 2311
 02 Rhetoric  03 Writing
 04 Design  05 Collaboration  06 Culture
Consideration
 07 Ethics  08 Conclusion

3. 01 Reflection of Growth in Technical
Writing 2311
 Coming into this class I had a good understanding of public speaking and how to keep an
audience from falling asleep. However I had no idea what Technical Writing was.
 This class has brought a whole new side of communication to everything I use on a daily basis
 It has developed my understanding of how to cooperatively work in a group of people with
different talents and work ethic.
 This class was practical for me even though I didn’t know it because there are technical writing
jobs within the field of food science. Although that was not the job I was aiming for, I was given
the opportunity to intern for a food company. My main responsibility this summer will be technical
writing the food processes that goes into the manufacturing and production of their frozen food
products.

4. 02 Rhetoric
Unit 3 covered usability within
our group project. Using the
usability script and paper
product for testers to use with
our instruction helped us
rhetorically.
Having feedback from those
testers helped the effectiveness
of our how to video to be more
detailed and understandable.
Unit 5 incorporated use of
rhetoric through the
speeches given and the tone
we used to keep our
audience engaged. Asking
questions kept the audience
involved and let them know
we were speaking to them as
students who struggle using
the WEPA printer.
 Unit 1: Communicating with
employers  Unit 3: Usability  Unit 5: Presenting Proposed
Actions
Through Unit 1 I learned how to
alter my resume towards the job I
wanted. Rhetoric helped me
analyze the job I wanted and use
persuasion in a cover letter to be
noticed in a pile of resumes. Thank
you notes also help me to stand
out, because very few candidates
actually send one.

5. 03 Writing
 Unit 1: Communicating with Employers
Unit 1 helped me better develop my resume towards
my career. It was updated with community service and there was removal of listed jobs I
have had that were irrelevant to my potential career. In doing so, I have shown more
interest in my career and not just a general job. Properly communicating to employers
with resumes, cover letter, and thank you notes has given me the opportunity to receive
an internship for them summer within my specified major.
 Unit 2: Documenting Procedures
In unit 2, we were given a game with spoons and an
instructional set that were not clear. This helped me better
understand how detailed you should be in a step-by-step
video or game. Being descriptive and giving examples helps
a user understand a game and play it more productively.

6. 04 Design
 Unit 3: Usability
Unit 5 helped our group represent design
throughout our power point presentation
and how-to video. We kept the color
scheme and template the same in our
presentation. In the How-to video on how
to print in the library using a WEPA printer,
we kept each step consistent from the last
so the user would not get lost along the
way.
Is also helped in the usability
testing. With the paper products as
our testing object, we had to make
sure the drawings were as accurate
as the design on the computer, so
no confusion was brought upon
the user. If there was confusion,
feedback was given and helped
elaborate our script.
 Unit 5: Presenting Proposed Actions

7. 05 Collaboration
Unit 5 helped us with collaboration
on speaking parts and transitioning
to the next person.
 Unit 5: Presenting Proposed Actions  Unit 2: Documenting Procedures
Unit 2 was when we each made
proposals for a helpful product
and then collaborated as a group
to pick the best proposal given.
From there collaboration was key
to setting up times to meet,
dividing work evenly, and working
cooperatively
 Unit 4: Proposing Actions to Decision Makers
With Meeting minutes having to be
recorded, we had to collaborate times we
could all meet together to shoot parts of the
video.

8. 06 Culture Consideration
 Unit 6: Reflecting on your Work
After the group project, we reflecting on the
overall product and if it was appropriate for
our audience.
 Unit 4: Proposing Actions to Decision
markers
When developing our video we made sure to include a
disabled audience that was hearing or vision impaired.
Including audio in our video and attaching our script to the
bottom, helps better include a broader audience on
campus.

9. 07 Ethics
 Unit 4: Proposing Actions to Decision markers
Throughout the process of making our video
and script, there were schedule conflicts that
had to be resolved by meeting without some
group members at time.
During the process of video making we had
to cut out some peoples ideas to include
equal amounts of every ones ideas
Some conflicts arose when group members disagreed
on topics or decision making. When practicing our
script for the presentation, positive feedback and
motivation to continue talking was given to one
member who had issues with public speaking. All
though nothing negative was said, the group member
did not like any feedback or gestures given to him.
Seeing this tension and arguments arousing, I tried to
change the subject or level out the conflict.