The final assignment required of students in ENGL 135 during the November 2019 instructional session at DeVry University is a career connection analysis. For it, students are asked to compose a somewhat informal paper (formatted in double-spaced 12-point Times New Roman with one-inch margins on letter-sized paper, but not requiring formal citation or most other APA apparatus) of some 500 words in length that addresses one of two prompts (quoted from University materials here):
- Discuss how the skills of writing, researching, presenting, working in teams, and using technological tools help you in your current role in the workplace. Which of these skills do you find most important right now? Which skills do you think will be important to you in helping you achieve future goals?
- Look up an occupation you are interested in pursuing after you graduate from DeVry. To find information on occupations, you can visit the Occupational Outlook Handbook at https://www.bls.gov/ooh/. Search for a career you are interested in, such as software developer. Then, click on the “What They Do” tab. Compare the duties of that occupation to what you learned in this class. Which skills that you learned in this class will be most useful to you in your chosen career?
Being well past my own graduation, I cannot address the second prompt directly as given. I can, however, address the first. As such, in the interest of posting an example for my students’ use, I set up a Word document with the requisite formatting and proceeded to draft a response to the prompt. To do so, I divided the task into several short, informal sections (i.e., I stubbed out keywords to guide my drafting, but I did not put in headings, as such): my current workplace role; uses of writing, researching, presenting, working in teams, and employing technological tools; most important skills; and future-goals-related skills.
As I began drafting, I found that the first “section” occasioned only a little bit of attention; it was enough to note the position and its basic duties before moving into the details of composition-class skills I use. The rest, though, seemed to fall into place relatively easily; having taught college-level writing since 2006, I have had time to think about how the skills such classes trade in apply to the working world outside. Since leaving off the search for full-time academic work (note here, here, and elsewhere in this webspace), I have had more occasion to think about how what I have learned can continue to serve me outside the enterprise I had sought to enter. Compiling half a thousand words on the subject took little doing in light of such thinking.
Having composed the document, I looked over it for ease of reading, hoping to keep it in late high school or early college, per Flesch-Kincaid grade levels. I also looked it over for adherence to usage standards; even an informal document benefits from easy reading. That done, I rendered the document such that it can be opened by multiple operating systems, which I offer here in the reiterated hopes that it will be of use: G. Elliott Sample Career Connection Analysis.