Reflections
The following reflections about the ENG 2003 course experience and my development as a communicator were written in accordance with the Axioms of Communication as well as the 7 C's.
ENG 2003 Course Experience
Choice was not a factor (and if it was I would not have enrolled in ENG2003) in taking the specific ENG2003 course and, as such, there was little room for enjoyment or “useful” learning course content undertakings. I did not enjoy the content, especially the baton pass from all other past ENG courses of the unimaginative Western approach of constantly citing and referencing Greek “thinkers”, suggesting that all creation and ability to reason, critique, and govern birthed from Europe, eliminating powerful, long lasting, and more effective forms of understanding the world and its diverse forms of communication across the Global South. One being the “The Great Law of Peace” written and beautifully created and implemented by the Haudenosaunee Nation. However, I did find a few of the tutorial sessions useful due to their intrinsic qualities of being smaller sized and therefore more conducive to dialogue and the formation of different forms of communication, such as debates. As such it was not necessarily a form of professor “developed” content but a consequence of bureaucratic division of numbers under available TA’s. It was this small numbered classroom that afforded me the ability to develop communicative habits with people I would not normally interact with. With respect to the supposed “universal truths” dubbed the “9 axioms of communication”, the small numbered classes helped me understand and confront the 6th axiom, “all communication involves an element of interpersonal risk”, when I had to ask a question or convey an understanding or one lack thereof, to the 10-15 membered class.
ENG2003 was exactly what I expected given the previous ENG course requirements for completion of our engineering bachelor's degree. I was, however, initially hoping for something new, less hierarchical, less capitalist, and less rigid but aware that I was meeting with the arrogance of academia and its servants. One example, which clearly epitomised academia, was the first (out of two) professor I had. This professor always exclaimed that no answer was wrong while continuously looking for a “right answer” and quickly dismissing those who did answer but did not fit his mould; he always said “there’s no need to be afraid to answer” when searching for student responses, when in fact, he completely shut down a student after they answered, saying that they weren’t even paying attention, essentially ridiculing the student. This incited other students to speak on this hypocrisy and, at the very least, the professor did not justify his position. I understand these observations and critiques can be construed as specifically being towards a professor and not the course itself however, I claim to differ. The professors teaching the content are direct representations of what the course wishes to achieve at that very moment. They are the stewards of the material and therefore their voice and presentation; they are the course content and how it is understood. They must carry themselves with accountability, responsibility, and searing self criticism so as not to inflict academic degradation and feelings of inferiority towards their students. Therefore, my overall experience in ENG2003 is severely disappointed that I was not proven wrong in my initial assessment of this course.
Reflecting on Communication Skills
Before ENG2003 my academic communication skills were not too different then what they currently are. The only major difference in my communication from before to after taking ENG2003, which I believe is quite substantial, is my confidence-in-self to present in-person. My communication skills have improved during the second semester of the 2022-2023 school year, however, this “improvement” is not solely accredited to ENG2003. There was another course, CIVL2000 that afforded me the opportunity to hone my communication skills more effectively when in an academic setting than ENG2003. Along with the acquired presentation skills, I learned how to effectively format and structure a cover letter; something that I always had trouble doing. As was mentioned continuously during the course, I am constantly practicing my communication skills, as there is not a moment where I am not communicating; during my outside of school working hours, or the reading club I host with siblings and friends, or the familial responsibilities I must complete. Even when I choose not to speak, and remain silent and isolated from people (removing myself from people and noise is how I “regenerate” or survive in the city) I remain aware that I continue to communicate with everyone through my “silence” and distance. I communicate to them my mental and physical needs, my inseparable connections, and my commitments to each other by taking time away from each other.
However, as mentioned above, my ability to “present” to others in an academic setting lacks effectiveness and surety and, as such, this course did provide an avenue during tutorial sessions and the final presentation to begin to hone this skill. This awareness also lingers past the confines of this course. There will always be a need to continue to hone my presentation skills in an academic setting, whether it's literally a presentation or a question or a confrontation with a class point. I find this extremely necessary within the engineering setting as the responsibility afforded to engineers is extremely abundant, and the clarity in presenting or communicating the plan is absolutely necessary in creating an effective solution to the countless problems proposed. Without this clear and effective presenting capability, information or instructions can be misconstrued resulting in dire situations and outcomes. This will be something I will continually work on until I can effectively and deliberately speak my mind to others in any required setting.