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December 10, 2013 Dr. Leslie Bruce UH-435 800 N. State College Blvd. Fullerton, CA 92831 Dear Dr.

Bruce, This cover letter explains how the assignments from my Tuesday evening English 360 course met the student learning outcomes (SLOs). My explanations are grouped according to the SLOs and how I met them for conciseness. SLO one required writing in and out of class for a variety of audiences and purposes. Our group wrote the instruction manual in and out of class. Out of class, our group communicated over email to discuss changes to the manual, and edited it. We wrote the instruction manual to instruct students in healthcare how to irrigate and dress an abrasion. Writing this letter to you fulfills the remainder of SLO one, since I am writing to a different audience and showing how I met the SLOs is a different purpose. SLO two required finding, organizing and citing research in writing from a variety of sources. In the memo assignment, our group recommended the best magazine from three choices for the Dean of Student Lifes office. We reached a conclusion after comparing the three magazines reader demographics to those who would visit the Deans office. The demographics were found on marketing websites for the magazines and on CSUFs website, we cited our information in IEEE. The IEEE citation method was different than the APA that Ive used in previous courses, but we found IEEE a good fit in memos. SLO three required organizing ones thoughts and communicating them persuasively. This cover letter fulfills SLO three by explaining to you how I have met the SLOs. SLO four required writing with style sensitive to gender and cultural differences. The instruction manual was written in a neutral tone to healthcare providers of either gender or any culture in a non-offensive, neutral tone. SLO five involved improving my own writing and the writing of others by assessing and critiquing written works. Throughout the course, we had the opportunity to read other classmates assignments and provide peer review. I read others work, compared it to a rubric, and then noted what should be changed. I also took ideas from others papers and applied the ideas I liked to my own papers. Additionally, during group assignments, we proofread each others work prior to submitting the assignments to peer review. I cut and paste email conversations between group members under the Peer Review section of my weebly.com site.

SLO six required me to employ the entire writing process including prewriting, drafts and revision. For our instruction manual, we planned a document with a layout, created a template in Microsoft word, drafted easy to follow steps and a consistent format for the document. Our group proofread the manual, communicated over email when changes were needed, then revised the manual further after comments from classmates during the peer review session. I felt the instruction manual was my strongest work during the semester. We focused on making instructions concise by starting with action verbs. Also, I chose the instruction manual as my major assignment because I have the greatest probability of creating a manual in my employment. I also benefitted from the memo assignment because we often introduce new equipment or procedures with a memo and learning the proper format will allow me to write a clear and wellunderstood document. Prior to this course my writing was wordy and repetitive. I benefited most from the exercises in conciseness. In future writing, I will focus on being concise to get the point across. Sincerely, Geoffrey Dayne