Recently, I have spent much of my time at my internship working with other members of the curriculum development team revising presentations, brainstorming, and discussing my options for my final portfolio. This work has differed from my past projects, which mainly required independent work. When working with others in revision processes, I have had the opportunity to observe editing techniques and to see first-hand how suggested edits are incorporated into final versions of documents. When I revised text on my own in the past, I sometimes faced dilemmas regarding company format. However, working with more experienced writers has helped me to resolve these concerns and to remember important elements of grammar and format that will likely be beneficial in my work later in the semester.
Brainstorming in a professional environment is a task that is somewhat new to me. Though I have participated in brainstorming sessions in some of my professional writing and editing classes, I was still curious to see how these sessions would contribute to the production of a NW3C course. The goal of the brainstorming session I participated in was to develop an activity for a course that is currently in production. The brainstorming process was used to exchange ideas and to receive input on possible activities. After the group decided on a specific activity, we distributed the work by assigning each person a separate task. I enjoyed participating in the brainstorming group because I observed the importance of teamwork and the valuable input that each person’s perspective can make on the production of a final product.
In addition to revision, editing, and brainstorming, I have also been spending time exploring my options for my portfolio of internship materials. Since I cannot publish my materials on the Internet, I have decided to use a CD format for the presentation of my work. I am especially excited to start working on this CD because I feel that I will be able to incorporate my own creativity into the style and formatting of my portfolio. Also, it will be interesting to see how my portfolio is similar to the courses I have worked on that are also accessible in CD format. As I will be working with NW3C staff members to create the portfolio, it will be interesting to learn about the programs used to create CDs and to gain experience in this area.
Monday, March 22, 2010
Wednesday, March 10, 2010
Reflective Post #7: Response to “Moving Beyond the Academic Community: Transitional Stages in Professional Writing”
In reading Chris M. Anson and L. Lee Forsberg’s research study, “Moving Beyond the Academic Community: Transitional Stages in Professional Writing,” I noticed both similarities and differences between my internship experience and the experiences of the interns described in the study. I was surprised by the severity of the struggles the student interns faced and the alienation they felt in the workplace. Many of the interns that participated in the study found it difficult to find their place within the organizations they were working for. I realize that I have been fortunate in that my experience has been largely positive thus far. Although I have faced my own challenges, I feel that my work as an intern throughout the first half of the semester has been productive, and I look forward to continuing to work with NW3C throughout the rest of the semester.
Though my feelings towards my internship experience differ from those of the students described in the research study, I do feel that Anson and Forsberg provide valuable insight into the role of a writing intern in a professional organization. In the “Transition and Resolution” section of the study, Anson and Forsberg state, “Most of our writers took initiative to gain experience in their internship and to make a contribution in the workplace. It seemed to be a point at which they could merge their own goals with those of the organization” (219). I feel that setting realistic goals is key to a rewarding internship experience. I also feel that it is important to remain flexible in regard to time frames and deadlines. However, as further stated by Anson and Forsberg, “the ability to achieve success in a new writing context [does not rest] solely with the writer” (226). Of the interns that participated in the study, “the two (Louise and Joan) who had supervisors willing to act as mentors, even to a small degree, made easier adjustments than did interns who had less communicative supervisors” (226). I am fortunate that my supervisor, as well as the other members of the curriculum development team, is willing to assist me and to answer my questions about my writing.
Anson and Forsberg go on to discuss the process of transition from the academic to professional community in stating that, “the writer must first become a ‘reader’ of a context before he or she can become ‘literate’ within it” (225). I have found this to be especially true in my own experience as a professional writing intern. In order to make effective edits and revisions, I must first read over the documents I am working with in order to understand their context. Most of the documents I have worked with are intended for a specific audience, and I have found that it is helpful to consider the audience when reviewing the documents. I also must remain aware of information that changes with time and must be updated in order to ensure document correctness. While Anson and Forsberg’s study describes experiences of specific interns, I feel that their discussions and conclusions are reflective of writing interns in a variety of professional environments and situations.
Works Cited:
Anson, Chris M., and L. Lee Forsberg. “Moving Beyond the Academic Community: Transitional Stages in Professional Writing.” Written Communication 7.2 (1990): 200-231. Online.
Though my feelings towards my internship experience differ from those of the students described in the research study, I do feel that Anson and Forsberg provide valuable insight into the role of a writing intern in a professional organization. In the “Transition and Resolution” section of the study, Anson and Forsberg state, “Most of our writers took initiative to gain experience in their internship and to make a contribution in the workplace. It seemed to be a point at which they could merge their own goals with those of the organization” (219). I feel that setting realistic goals is key to a rewarding internship experience. I also feel that it is important to remain flexible in regard to time frames and deadlines. However, as further stated by Anson and Forsberg, “the ability to achieve success in a new writing context [does not rest] solely with the writer” (226). Of the interns that participated in the study, “the two (Louise and Joan) who had supervisors willing to act as mentors, even to a small degree, made easier adjustments than did interns who had less communicative supervisors” (226). I am fortunate that my supervisor, as well as the other members of the curriculum development team, is willing to assist me and to answer my questions about my writing.
Anson and Forsberg go on to discuss the process of transition from the academic to professional community in stating that, “the writer must first become a ‘reader’ of a context before he or she can become ‘literate’ within it” (225). I have found this to be especially true in my own experience as a professional writing intern. In order to make effective edits and revisions, I must first read over the documents I am working with in order to understand their context. Most of the documents I have worked with are intended for a specific audience, and I have found that it is helpful to consider the audience when reviewing the documents. I also must remain aware of information that changes with time and must be updated in order to ensure document correctness. While Anson and Forsberg’s study describes experiences of specific interns, I feel that their discussions and conclusions are reflective of writing interns in a variety of professional environments and situations.
Works Cited:
Anson, Chris M., and L. Lee Forsberg. “Moving Beyond the Academic Community: Transitional Stages in Professional Writing.” Written Communication 7.2 (1990): 200-231. Online.
Wednesday, March 3, 2010
Reflective Post #6: Various Roles of an Editor
As I complete my work on my first long-term project, I am reminded of discussions I have taken part in during my Professional Writing and Editing courses concerning an editor’s participation in the creation of a document. I remember discussing the differences in the role of an editor depending on when he or she begins working on the project. I have considered whether it is more productive for an editor to be involved in a project from the start, before the actual writing begins, or to view the document after it has been created. When an editor has the opportunity to work with the writer from the start, he or she can offer input on stylistic choices as well as the format of the text. Also, the editor can correct grammatical errors early on so that the writer does not frequently repeat mistakes. Still, an editor who has not been involved in the composing of a document brings a different perspective to the writing and can notice flaws in a document that the writer and even other editors have overlooked. Though an editor’s responsibilities and level of involvement with a document may vary, his or her presence in the writing process works to ensure accuracy and reader usability.
My own editing and revisions thus far have mainly involved previously completed documents. I have found that I enjoy this type of editing because it allows me to learn from writers that currently work for NW3C or who have worked for the company in the past. Although I offer my own opinions concerning the text and possible changes to the documents, I continue to take note of the ways that NW3C writers present complex information and how they direct their writing to meet the needs of their intended audience. I feel that paying attention to these details will be helpful as I continue to complete tasks involving writing, editing, and revision in the future.
In addition to considering the diverse roles of an editor in a professional workplace, I have also started to think about how an editor’s level of expertise influences his or her edits and revisions. At first, I thought that my lack of experience with and knowledge of white collar crime may become an obstacle in my work as an intern. However, I now realize that many of the individuals who take the courses created by NW3C are not experts in the field. Therefore, I hope that I bring insight into how a student who has not been previously exposed to the course subject may respond to and learn from the presented information. As I continue my work, I hope to learn more about the study of white collar crime, as well as how the curriculum developers at NW3C communicate information to course students.
My own editing and revisions thus far have mainly involved previously completed documents. I have found that I enjoy this type of editing because it allows me to learn from writers that currently work for NW3C or who have worked for the company in the past. Although I offer my own opinions concerning the text and possible changes to the documents, I continue to take note of the ways that NW3C writers present complex information and how they direct their writing to meet the needs of their intended audience. I feel that paying attention to these details will be helpful as I continue to complete tasks involving writing, editing, and revision in the future.
In addition to considering the diverse roles of an editor in a professional workplace, I have also started to think about how an editor’s level of expertise influences his or her edits and revisions. At first, I thought that my lack of experience with and knowledge of white collar crime may become an obstacle in my work as an intern. However, I now realize that many of the individuals who take the courses created by NW3C are not experts in the field. Therefore, I hope that I bring insight into how a student who has not been previously exposed to the course subject may respond to and learn from the presented information. As I continue my work, I hope to learn more about the study of white collar crime, as well as how the curriculum developers at NW3C communicate information to course students.
Monday, March 1, 2010
Reflective Post #5: Long-Term Project
During the past few weeks, I have been working on incorporating edits into a previously created course. The course, which is available on CD, was created by NW3C for another organization. NW3C is now in the process of revising the course for a different organization. The NW3C computer experts reviewed the course and sent a few pages of suggested edits back to the Curriculum Development Team. My supervisor has assigned me the responsibility of working through the CD and deciding how to include these edits and suggestions in the text. I have also been finding ways to improve the structure and grammar of the content as I rewrite.
So far, I have found this task to be both challenging and enjoyable. I am glad that I have been given the opportunity to work on a long-term project and to contribute to the improvement of the course. Though I have completed long-term assignments in the past, this is the first time that I have worked with an editing and revision project of this nature. I feel that this assignment is helping me to organize my time and to work efficiently. I have discovered that pacing myself and setting goals are both effective time-management strategies. Since the course is already structured into main sections, I have found it helpful to work with each section separately. Before beginning my revisions, I read over the introduction of the section that I am planning to work with. This review of key points helps me to remain focused and to remember the message that the text is aiming to convey.
This assignment has also been exciting because it is the first time that I have written course material on my own. While many of the suggested edits for the course are specific to the content that already appears on the CD, the computer experts also asked that additional information be included in the revised version. Therefore, I have composed a few paragraphs and lists that I hope the staff at NW3C will find helpful. I am eager to continue working on this project and to see how my work helps to produce a polished version of the CD course.
So far, I have found this task to be both challenging and enjoyable. I am glad that I have been given the opportunity to work on a long-term project and to contribute to the improvement of the course. Though I have completed long-term assignments in the past, this is the first time that I have worked with an editing and revision project of this nature. I feel that this assignment is helping me to organize my time and to work efficiently. I have discovered that pacing myself and setting goals are both effective time-management strategies. Since the course is already structured into main sections, I have found it helpful to work with each section separately. Before beginning my revisions, I read over the introduction of the section that I am planning to work with. This review of key points helps me to remain focused and to remember the message that the text is aiming to convey.
This assignment has also been exciting because it is the first time that I have written course material on my own. While many of the suggested edits for the course are specific to the content that already appears on the CD, the computer experts also asked that additional information be included in the revised version. Therefore, I have composed a few paragraphs and lists that I hope the staff at NW3C will find helpful. I am eager to continue working on this project and to see how my work helps to produce a polished version of the CD course.
