Group Proposal Pitches

Please post a revised version of your proposal for your final group research project. The deadline for posting proposals is 10pm on Friday, 4/19.

Christopher Aebig
"English Majors vs. Engineering Majors"

Introduction: My proposal is to compare the curricula of both English and engineering majors in order to determine if engineers need to master both the writing skills necessary for the English majors in addition to backing up these skills with technical expertise. My study will ultimately conclude whether or not engineering majors need to learn what English majors learn, and possibly more.

Methodology: I plan to look at the CCNY bulletin and compare the required classes that engineers need to take with the required classes that English majors need to take. I will be looking to see which if any “engineering” classes appear on the English curriculum and what English and writing classes appear on the engineering curriculum. If I wanted to take this from a different angle, I could also potentially look at jobs taken by engineering majors and English majors and compare the types of skills that are necessary in each of the fields and see if any of the skills between the two overlap.

Sunny Aggarwal


Engineers of today's society are always creating new ideas/innovative products for society in order to enhance its technological output. However, their abilities to come up with these inventions required some type of creative thinking. Such a quality may be difficult to characterize, its importance revolves around their ideas and enthralls me to see how their way of formations are different with those of the younger generation ones. Several studies have also conveyed this idea through creative experiments/surveys such as the TED talk in building the tallest marshmallow stick. Such interest is pervasive throughout society. Several questions can be asked, however: What kinds of methods can be used to test this investigation since measuring creativity can be quite broad.


Since my proposal focus on comparing the creativity levels that young engineers have compared to those of the older graduate level ones, these broad tests are difficult to measure and needs more qualitative aspects in order to verify the data. Hence, several border levels are "created" in order to define a specific meaning of creativity for this study. These parameters include: assigning a different level project as opposed to the conventional rule book one (I.e. making a different type of model such as legos as opposed to the rule book way of making it), giving a time constraint for making a new design for a new engineering product (I,e, by giving all of the required materials, see how they respond to them, and their time efficiency). Depending on how well they put the structure up as opposed to the conventional one, different levels of measurement of creativity can be used to define it. For example, on a numerical scale of 1-10, each of the values can convey the amount of creative thinking the subject actually did (with 1 being the lowest and 10 the greatest amount); after the results are collected, a graph can be conveyed to show a comparison of the creativity values had between the young and the more experienced Engineers. Though this change in creativity can vary, a general basis can be drawn from the analysis of the data and convey the true benefit that this quality provides for us in the world!

Jerome Allas


In groups, we tend to create roles for ourselves to complete a project efficiently. In certain situations, I’ve seen groups completely ignore role assignment or effort division because the time restraint was too short for the group to work efficiently. I want to see the minimum time restraint that would affect a group’s decision on whether to distribute work for an engineering project.

Object of study and goal:

I would like to study groups of novice engineers — who have all taken the same courses — and test their ability to distribute effort on a group project depending on the time restraint given.


Collect 2 or 3 groups of 4 people who are all given the same prompt. One group has a control time restraint, while other groups have the variable time restraint. After the first prompt is done, the next prompt would be given. The control group would have the control time restraint, while the second group would have a more restricted time restraint.
Each individual would be observed on their group role (if they have any)
After the exercise, a survey will be given which will ask a question about the contributions that were made and what role did they think they played.

Kari Andersen

My proposal is to do a qualitative study on the reflective annotated bibliographies composed by this class. I want to compare the RAB entries on the class website with each other and analyze the similarities and differences between the RABs written by the students and the RABs written by Andrew.

1. Examine Andrew's RABs:

  • Try to identify a process.
  • Take note of what he includes in each section.
  • Pay attention to the format, the length, the tone, and any other noteworthy characteristics

2. Examine students' RABs:

  • Repeat bulleted list in 1.
  • Compare students' RABs with Andrew's
  • Compare students' RABs with each other

The objective of this study would be to find out how well the students understood and completed the assignment, and if there are any techniques that might improve student responses. The results would reveal how much the students' RAB entries vary—if the students have more similar responses with each other than with Andrew’s or if there is a wide range of responses among the students that don’t have a common feature that distinguish them from Andrew’s. The results of the analysis would also be used to compare the students’ second RAB entries with their first RAB entries to identify possible improvements or changes.

George Basaly

Stephanie Bodre
My idea is to study the difference between writing reports in an engineering class versus writing papers in a liberal arts class. My idea is based off of the research done by Sommers and Saltz. The object of study is undergraduate engineering students who have taken engineering 101(engineering class) and psychology (liberal arts). The methodology is a quantitative study. I will conduct interviews in person or give out surveys to students asking how their experience is writing papers in an engineering class versus an non-engineering class. The objective of inquiry is to discover the differences and similarities between writing assignments in two classes that are unalike. I would also like to inquire whether the writing assignments helped the students understand what they were learning in class. Another question I would ask is for which class was it easier to complete the writing assignment.

Medwin Chiu
I plan on testing how well engineering students multitask. Multitasking is an important skill that all engineers need to adapt as they go from their intro courses to their advance courses. 

My plan on how to test this is simple. I plan on having volunteers play a game that tests their multitasking capabilities. Similar to Sondra Perl’s idea, I plan on testing to how well these students perform in the game itself (as the game has a scoring function), how they react during and after playing the game, and answers to questions asked during an interview afterwards. Furthermore, I plan on recording these students play, both on screen and off screen via the camera capabilities of my MacBook. Hopefully, with all this collected data, I will be able to conclude if being in engineering will cause students to be better at multitasking or not. 

Esme Cribb

I'm interested in testing how novice writers approach a new genre of writing. Over the course of a career, whether academic or professional, everyone encounters a new format or style or perspective that they have never written with before, and everyone has to adapt as a result.

To examine this, I would conduct an ethnographic study, observing and possibly interviewing students in a Writing for Engineers class on how they approach unfamiliar aspects of writing. I will categorize approaches into basic units which can be identified in all writing produced by novice writers in unfamiliar genres, and then examine the drafting process to see how these units evolve as the writers become more familiar with what they are doing. I will also examine any research said novice writers do, whether that consists of reading the work of their peers (also novice writers) or examining the work of experienced writers who are familiar with their genre.

Stephen Erickson
"The Effects of Freewriting and Preliminary Writing Exercises"

For my study, I would like to observe the writing process and steps taken, as well as the finished products, of freshmen engineers. Ideally, I would set up four different circumstances, and compare them to see how the different variables in each test prove to yield different results.

One group of engineers (or writers) would be given a topic and told to write a paper on it within some time restraints. This would be the control group. Meanwhile, another group which would be totally separate from the first, would be guided through a freewrite and outlining process in a classroom setting, and they too would then be required to write a paper on the same topic, having the advantage of the free writes and notes they took in front of them, but within the same time constraints once the topic for writing is assigned. This type of experiment will hopefully divulge how preliminary writing techniques can affect the "final product" of a student. I am expecting that the group which had the freewrite and drafting session will most likely have more developed ideas in their paper, less surface errors, better transitions, etc.

A second part of this experiment (which is not required but I thought would be interesting) would be to have four groups in total. Two groups would have the freewrites before writing their paper, and the other two groups would jump right into the work. The time constraints would remain the same across the four groups, the only difference deriving from the fact that two groups (one from the control group and one group which had the free writes) would write their papers in a place they found relaxing (personal preferences) and two groups would be in a regular classroom, not unlike one of the classrooms in the NAC building. This part of the writing process will hopefully show how the quality of writing changes based on the writer's comfortability and location restraints.

Daniel Griepp

As an aspiring engineer, I think it would be interesting to know how engineers rate the importance of what they do in relation to benefitting the whole world. In my study, I plan to carry out both quantitative and qualitative methods which will examine how engineers who are no longer in school and now working view their line of work.

For my quantitative study, I plan to interview two engineers from each department here at CCNY and ask them each a number of short questions. First, I will ask them how they would rate the importance of their jobs, and essentially, how their work directly benefits the world. Then I will ask them to rate how their entire field of engineering directly benefits the world. Next, I will ask them to rate how important they think other fields of engineering are. Finally, I will ask them to rate how important they think all engineers are to the world. All of these answers will be on a scale of 0-10 with ten being most important and zero being least important.

For my qualitative study, I will look for articles which engineers have published on the accomplishments which they have completed to see how important they think their invention or discovery is on a global scale. Then, I will search for articles written by independent writers about this invention or discovery and see if they rate it as less, the same, or more important than what the engineer had. I plan to get one sequence of this method for each field of engineering here at CCNY.

I expect that engineers will rate their jobs as important, but when asked about their whole field, I expect them to rate it as more important. I expect to find that engineers in their own field will rate themselves as more important than other fields. When asked overall, I expect them all to answer that engineering is extremely important to the society of the world. When considering articles, I believe I will find that engineers who think their inventions or discoveries are incredibly important will be found by others to be not as significant.

Eli Hoch
I have been thinking recently about how everyone always talks about how engineers need a good background of speaking. They need to be able to present their ideas. We are now taking a class called writing for engineers because it is also a very important skill in an engineering career. What I want to know is should their be a speaking for engineers class?
I am open to suggestions for this part because it is a very open ended question I want answered. We could do surveys from different levels of years and see how they would feel about it. We could test people in their way of speaking and presenting. Then we could do some research and see what types of presenting skills it takes to succeed> we can then compare this to how these students present already and see if it is possible to make a class out of the skills that would need to be learned. Another suggestion might be to interview engineering professors and English professors and see if we could make a curriculum of our own of what the class might look like and how it would be taught. Again, this is very open ended and open to suggestions.

Minchang Kang
Engineers and their "Problem Solving Skills"

Engineers are infamous for their finesse in attacking problems. When solving even a simple problem, there are various ways to tackle the problem. I wish to identify these methods as creative and direct. It is not always necessary to embellish the processes since simplicity proves to be more effective at almost all times. For example, why go through all the menace of fixing a doorknob when all that was needed was a simple counter-clockwise twist to it. Then, I can further question, "Would engineers be more efficient in resolving a basic issue than non-engineers?"

The study has two or possibly three applicable methods out of the four. The main process is the experiment part where we are testing the subjects in tackling the problems. The initial process that would lead to the experimentation, however, is the quantitative process of surveying a random subject of their education level: freshman to senior and their major: engineering or other. As for the third possible method is the qualitative process, which I feel unsure about. I'm not exactly sure whether it would be necessary. It may complicate the process and make me lose my focus on the main question of efficiency.

I have formed a model of how the whole study could be undertaken. The "problem" doesn't necessarily have to be as I propose and I am open to other problems that will prove efficiently more "efficiently". Initially, a group member will grab a random student in the chosen floor of the chosen building. Then will ask the student of their age/education level and their education path. We are initially trying to base the studies on 18-19/freshmen so subjects of other criteria will not be lead on to further steps. If they are 18-19/freshmen, we will then naturally lead them to an area where they are given an umbrella to simply open. However, the umbrella has been initially sabotaged and will break once opened. Then the time measurement will start as soon as the umbrella has been opened. The immediacy and the surprise of the experiment will eliminate any preparation and aim to pull out their initial way of tackling a problem, enabling either their simplicity or creative complexity. Then after they have fixed the umbrella, time will be stopped and the subject will be free to go.

Final Words:
All in all, this experiment will be an interesting one. It will be utilized to calculate the raw data of targets and force them to immediately deal with an unpredicted problem. This study may finally prove or disprove the stereotype of engineers as excellent problem solvers. However, the main scope of this experiment is to compare the manner in which the subjects respond to the issues and whether it engineers differ from other majors.

James Kasakyan

For my writing studies project, I want to perform a qualitative study of the magazine Popular Science and its development as a medium of relaying scientific information to a general audience. For over 140 years the magazine has maintained the same goal -to divulge scientific information to an educated audience- but the writing and communication style in which it does so may have changed. Using the online archives of Popular Science, the project would compare and contrast the style in which material is presented between issues over half a century apart.

In performing this research, I hope to better understand how written language and communication change over time. Additionally, I would like to compare these two presumably different styles and determine if one is better than the other- in other words, was progress made over this 50 year period, or did things simply change?

Daniel Lee

Yipeng Luan

My subjects are advisors at civil department. Most engineering advisors are also professors in our college. Thus, my object of study is “Engineers who work in academia.” I want to compare their class notes to see how their communication changed due to new technology.

My methodology is qualitative study and I aim to reveal change of teaching. I will use Jack Selzer’s essay “The Composing Process of Engineer” to develop my project. I can follow what Jack did in his piece. I will give a specific example to analyze and distribute my project into three parts which are procedure, results, and conclusions. The question I want to ask is “Does technology positively influence the way they teach and how does technology change it?”

Something I want to discover is what kind of technology is popular and attractive such as computer, blackboard, and e-mail. In addition, there are also special cases for my study. Some professors never change the way they teach and their notebooks even turn yellow. I will also discuss that in my project.

Fidan Mamedova

Testing the Effectiveness of Technical Writing Courses for Engineers


By the end of this semester we will have all taken two semesters of writing courses that are meant to prepare us for the technical writing demands of our future engineering fields. We have all accepted the importance of acquiring writing skill and we have discussed the negative and positive impacts it could have on the work place. I think the question begs itself, are we all now prepared to use technical writing in a functional environment? I propose to run a study that tests the effectiveness of the skills we’ve acquired.


Many Science Olympiad challenges across the country do a variation of a game called “Write It, Do it” where in a small group of students, typically a pair, attempt to reconstruct some item. Half of the students write a technical description of the item and perhaps a procedure on how to assemble it, and the other half use the written description to put it together. I propose to use this game as part of an experimental study. This is a really fun activity, but more importantly, it serves as a very good model of what happens in the engineering world every day. Instead of writing it and “doing” it, students can write is, draw it, much like engineers write out descriptions of what they need, and other engineers draw models. In the end, the new image can be compared to the original image; by a standardized method of evaluating the new image, we can gather data about the effectiveness of our writing.


The impact of such a study is that it could possibly reveal that we have not been gathering effective writing skills and that perhaps the entire curriculum should be revamped. It is a useful study both for professors of writing and for students who intend on becoming useful members of their engineering team.

Christina Moawad

I believe one of the most important characteristics of an engineer is being able to explain ideas to those who do not know as much about the topic. Engineers tend to have to explain things to people who are not as knowledgeable in engineering methods. This leads me to the question, "What kinds of engineers explain best, based on what information they include, and what information they leave out?"

I plan on conducting this project through an experimental study. I will stage an experiment to be done within our class, basing my results on prospective engineers in all the fields of engineering and computer science. Each student will be given the same calculus question to solve. The purpose would not be the difficulty of the question but instead the the quality of their explanation, so naturally, some will find the problem more difficult then others. Each student will then have to write a paragraph explaining, in words only, how to solve the problem. Once collected, I would compare how, for example, civil engineers describe the math problem differently then mechanical engineers and computer science majors. I hope to draw similarities and differences of things each field of engineering notice in their explanations. Another thing I can take note of would be methods taken, and if certain majors choose certain methods in solving the problem. Also, the order of information given will give another dimension to the project.

Nelsyda Perez

TO: ENGL21007, Section L
FROM: Nelsyda Perez
SUBJECT: Testing the Adaptability of Engineering Students (Group Experiment Proposal)
DATE: 18 April 2013

When engineers write they do it in a way that mirrors the technical nature of the engineering profession. Most of the writing that engineers write is to the point as well as reader-oriented. Depending on who is reading the piece engineers make sure that it is understandable to their audience. Because engineers should be able to write to different audiences, from businesspeople to fellow engineers, from students to consumers, researching how engineering students write papers for different professors might show how engineering students build up this skill to be adaptable. It might also reveal a common attribute that all writing pieces written by engineering students have.

I plan to gather my data having a test group of engineering students write in the period of two days. Day one will have at least three engineering students and at least three liberal arts students participating. Each student will write a small paper in 5-10 minutes relating to one of the liberal arts, depending on the major the liberal arts students are studying. The papers of the liberal arts students will serve as a standard for comparing and contrasting the engineering students’ papers.

Day two will be focus on three different papers. This time the people participating will be just the engineering students. They will first write for 5-10 minutes about an engineering topic. Then after the time frame is passed the students will then write for another 5-10 minutes about a new liberal arts topic. We will still use the liberal arts students’ paper as a standard but we will also compare it with the previous liberal arts paper and see the difference between the two. Lastly, the students will switch over again and write for 5-10 about a new engineering topic, using the first engineering paper as the standard.

After this qualitative study is complete we will be able to answer these questions:

  1. How do engineering students compare with the liberal students in terms of writing style? What do they choose to write/not write?
  2. How did switching from one topic to a completely different topic affect the writing of the engineering students?
  3. Overall, how adaptable are engineering students? Is most of their writing style conserved if faced with a sudden change in task?

Answering these questions will give us an idea of how engineering students will be able to adapt when presented with similar conditions in the workplace. Granted, the workplace would not be as controlled as this situation, but given the resources that is present as of right now, this will have to do.

Stefanie Reichman

We spend so much of our time listening to music, is that the most efficient way of doing school work though, namely writing?
It would be interesting to see if doing some helps concentration or makes someone completely lose focus.

for this experimental research, there would be two groups. a control group who are in a room without distractions and total silence. the second group would be allowed to listen to popular music for several minutes. after a bit, both groups would be given the instruction to write a short essay describing how to do something, explaining it well enough so that someone who wasn't familiar with the topic would understand it. I don't know what this will be yet, that is up to the group. there will be a fifteen minute time frame.

observers will track how consistent the writing is. are the student keeping a continuing stream of writing, or do they lose focus quickly? do they only really start picking up the pace of writing towards the end of the time frame? student will be allowed to write on paper or on the computer as they please. but students on the computer will not have the opportunity to switch out of their document that they are writing.

this experiment will test how the effect of music will influence these people to accurately get their point across. And hopefully the results of this study will help students in their attempt to do homework and quickly and efficiently as possible.

Michael Safdieh

My proposal is to research how video game companies such as Nintendo, Sony, and Microsoft, explain to a general audience how their consoles work. It is very evident that video game consoles these days are highly complex, yet these companies have a way of displaying their products so that everybody will, not only understand how they run, but also want to purchase them. My idea is to research the consoles and look at all the complicated terminology, and then watch videos of the representatives of the companies advertising it. There are a plethora of such videos on the many video gaming websites out there such as,, and

Zeyad Saleh

In order for an engineer to prosper in his own prospective field, he must know almost everything about his field. However, does an engineer in a certain field know anything about engineers in a different field. For example, do mechanical engineers know information that software engineers would know? Do Biomedical engineers know information that mechanical engineers know and use? Do civil engineers know information that biomedical engineers use and know? OK, you get the point! This research will show which group of engineers does a different field of engineers know the most about. Are there patterns? Can we generalize facts that one field of engineers is similar to another field because they know more about that field than any other engineering fields? The purpose of this research is to see what field of engineers does a different field know most about and know least about. It would show if this means that some things one field knows is also taught in another field.

This research is a quantitative experiment. I will be going to different engineering students, mainly in their third or fourth years so that they have quite a bit of knowledge about their fields, and I will give them exams filled with questions about all fields of engineering. To get these questions, I will approach teachers in those fields and ask them for 3-5 questions that they would give on a quiz. The questions should not be too difficult but not too simple either. The results of the exams should show which field does another field know the most about and which two fields share the most knowledge about each other and also the least knowledge. We can see which two groups are most similar and which two are least similar and which two fields have information that both need to learn in their fields. I need to make sure that the types of questions asked were questions that any engineering student from those years would learn in any university and not just City College.

Christian Salvatierra

My proposed object of study is Mechatronics Engineering. I would like to study the way one individual or a team of two approach and apply their methods of knowledge with a given time to work in a project. This is a process of time management while putting into practice their skills based on their acquired expertise in their field.

In order to perform this study I would have a senior or junior engineer student and a graduate or senior engineer. Each student will work in the same project with a given time. The project consists of assembling a mini robot that climbs a pole, which most likely would be made of lego. Another idea for this study would be for each student to sketch in full detail on how their ideas would work for the mini bot (artistic level is not required).

There are two methods I would like to perform while studying the engineers who volunteer for this study. The first method of study would be ethnography. Through ethnography I would investigate each individual through observations. If it is a team of two, it will investigate their communication abilities as well as their thinking ability. The second method of study would be qualitative. After both different works are submitted both works will be compared in which one is effective.

This study will test each person’s abilities, or a team of two, and their ideas as innovators.

Alexander Swyst

My initial proposal was very similar to Nelsyda's: to have both engineers and social science majors compose argumentative essays, and then evaluate them on several criteria. However, I've decided to mix it up a bit, taking inspiration from one of the examples presented by Andrew in class. I will still be considering the writing of engineers solely, looking at the types of writing that enabled them admission or cost them rejection, the quality of this writing, and any thematic similarities.

Students from both the engineering group and the social sciences group will be asked to submit their college essays online (anonymously) with the prompt for the essay. Once a supply of essays has been aggregated, a set of reviewers will look over the writing, noting themes, essay structure, and writing style. These qualitative features will then be compared within the groups and across the groups for commonalities.

Brian Wang

Object of Study: Marketing skills of engineering students in regards to technology products such as smartphones and tablets. Specifically, product naming and "elevator pitch" skills.
Why? Today, the market is flooded with really poorly named products that make it difficult to distinguish between products a company offers. To the average joe, what's the difference between an Asus VivoBook or the Asus U47 series? Or even the iPhone 5 and the iPhone 4S? With names like those, it's hard for people with limited knowledge on technology to decide how to begin researching products. Even by reading short, one line description of products, people may find it hard to choose a product.

Most likely, the marketing departments of companies come up with names for their products. But what if the tables were turned? What if engineering students were the ones who came up with product names? How would they fare when compared to students studying marketing, business, and/or advertising? Maybe there would be a difference because engineers and advertisers take a different viewpoint on their products.

Objective of Study: My objective is to determine is to both determine the similarities and differences between technology product naming schemes of engineering students versus business/marketing students. I'd then find out which group of students is more successful at selling the same product. Maybe engineering students would fare better because they understand the intricacies of products better. Maybe business students will fare better because they understand producer-consumer relationships better. Maybe there is no difference.

Methodology: Experimental study
First, I would take a few groups of students - half consisting of business students and half consisting of engineering students. I'd give them the following hypothetical situation: a large tech company has hired them to rename and market all of their products. They are given the details of each product, and their job is to come up with names and a short, 1-2 line description of the products. I'd record each group while they work to see their thought processes and collaboration work.

Once the groups have completed the task, three groups of people would be called on to judge their performance. One group will be asked to look the results of both groups of students and fill out short surveys on which group's work they liked better and which products they'd be most likely to purchase. The other two groups of judges would see one group's work but not the other's. They'd answer a similar survey. None of the judges will be told whose work they are looking at. I'd look at all of my results at the end and compile some sort of conclusion.

Kenichi Yamamoto

Intro: Though we all must take writing in our academic career, the extent to which we use this knowledge varies according to the requirements of the major we pursue. My goal is to see just how useful writing it is in certain fields of Engineering in order to gain a better sense of how writing impacts some engineering fields more than others.

Method: I plan to perform a half quantitative, half qualitative study by passing out a survey to upper-level classmen in various engineering lectures (civil engineering, electrical, computer, etc.). The survey will simply ask to rate how useful is writing to your major on a scale of 1 to 5, 1 being least useful and 5 being most useful. I plan to then compile this data into two parts, one giving a statistic of the usefulness of writing to engineers in City College in general, and the other being a breakdown of the usefulness of writing to each individual field of engineering. I will then gather several engineering textbooks and evaluate them based upon the amount of sections in which writing played a key role. This would allow me to obtain a rough percentage of how much writing is required in each course, as well as give me some insight as to how important writing is to that particular field.

Liudi Yang

Objective: To see how experience affects group work, collaboration, and the organization of power and how those traits, in turn, affect the success of the group when completing a task.

Methodology: Each group will be given an orthographic view of a completed structure (ex. lego structure, building created with random materials) and must give instructions for the completion of the structure. The instructions will be passed to another group to complete. They are given a set amount to time. We will evaluate how successfully the instructions are in producing the structure. The process repeats for a second time with whole new structures, so that observations can be made about the change in communication, work ethic, task distribution, etc. Each group will also be evaluated to see if their instructions yielded a correct replication of the structure.

Inquiry: This experiment will see the changes that come with experienced members. It will be replicated in a small scale experiment. It will be interesting to observe how groups are broken up and how the group approaches the task second time round. My group will also see how effectively experience affects the outcome of the project (i.e. if they produce a good instruction guide for the structure).

Note: I believe that my project idea will yield very interesting findings because we will be exploring many aspects of group work and observing the effects of experience. Not to mention, there will be a lot of visuals to accompany our presentation. This experimental type of research (with a lot of visuals and data like my idea has) will make the presentation portion of the assignment very easy. I hope I made my idea appealing (and you'll want to work with me). Thanks for reading :D

Peter Zupo

Introduction: I am proposing to do a qualitative experiment using syllabi from both engineering and liberal art classes at CCNY. My hypothesis that I want to prove is that writing is very important to engineering and that engineers do the same, if not more writing, than students taking liberal arts classes.

Methodology: A more specific study can evaluate the classes on the sequence of a specific engineering major (i.e. EE, CE, ME, BME, etc.) and a specific liberal arts major (i.e. English, art, history, etc.). I can compare each of these syllabi to see if the amount of writing that an engineer does is relative to the importance placed on writing classes for engineers at CCNY.

Goal of the Study: I hope that my study will help other students see the importance of writing in engineering. I have heard many students complain about the writing classes that we have to take and I want to show that we, as future engineers, need to take these writing classes if not have more classes.

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